Learning objectives ? Understand the importance of suicide prevention education for social work students, based on the prevalence of suicidal clients encountered by social workers and the lack of formal training among practitioners ? Discuss future directions for enhancing the effectiveness and sustainability of suicide prevention education within social work education programs, including opportunities for Interprofessional Education. ? Examine the challenges and considerations involved in disseminating a suicide education program for social work students, including addressing potential barriers to implementation as well as strategies for overcoming them. Background: We previously found that more than 70% of social workers had experience in working with suicidal clients in Japan. However, only about 30% of those had suicide prevention training (Kodaka et al., 2013). Given this situation, we aimed to develop a suicide education program for social work students. Methods: We first developed a 90-minute suicide prevention lecture program for undergraduate social work students named ‘Suicide Prevention by Social Workers: A Program for Social Work Students’ and found its feasibility and preliminary effectiveness. Another study conducted by us found that even though more than 80% of social work faculty members agreed that suicide education is necessary for social work students, more than half stated that they lacked sufficient knowledge or skills to teach suicide prevention in their classes. We then developed a teaching manual for social work faculty, even without experience teaching about suicide, to help them easily conduct the lecture program mentioned above. The feasibility and preliminary effects of the manual have also been established. Lately, we have developed a one-hour exercise program aimed at improving students’ communication skills with suicidal clients. This can be incorporated into the lecture program to provide comprehensive suicide prevention education. We preliminarily implemented the lecture and exercise program and explored its feasibility and effectiveness. The study was conducted in compliance with the ethical guidelines for epidemiological research. Results: The program was implemented without adverse effects. Knowledge of suicide, self-efficacy of skills for suicide prevention, and attitudes toward suicide among students who participated in the program improved significantly after the program. Most of the students were satisfied with the contents and material provided in the program. Conclusions: We found the feasibility and preliminary effectiveness of our suicide education program to be satisfactory for social work students. Its teaching manual was updated based on the results of the studies. Challenges for the dissemination of the program will be discussed in the presentation.