Introduction University students exhibit a high level of distress, with lifetime prevalence rates of ideation, plans, and attempts at 32.7%, 17.5%, and 4.3%, respectively, among first-year students across colleges in eight countries worldwide (Mortier, 2018). Stallman (2019) demonstrates the effectiveness of web-based interventions in supporting students and enhancing emotional regulation, a critical finding given the reluctance of both students and healthcare professionals to seek professional help. This study aims to evaluate the efficacy of the 12 Steps Safety Plan (12SSP), a web-based application, as an integral component of a suicide prevention educational program targeted at higher education students, healthcare staff, and individuals with lived experiences. Learning Objectives 1. Understand the Psychological Impact of University Life on Students: Participants will gain insights into the prevalence of suicidal ideation, plans, and attempts among university students and the critical role that early intervention and support play in mitigating distress. 2. Evaluate the Effectiveness of Web-Based Interventions: Learners will explore the utility of the 12 Steps Safety Plan (12SSP) as a web-based tool in suicide prevention, focusing on its application within educational settings to support students, healthcare staff, and individuals with lived experiences. 3. Implement Suicide Prevention Strategies in Educational and Healthcare Settings: Participants will learn how to effectively integrate the 12SSP into suicide prevention educational programs, enhancing their ability to aid students in coping with stress and preparing them to address suicide risk in future professional roles. Methods Employing a qualitative research design, this study explores the reactions of students, academic teachers, healthcare staff, and individuals with lived experiences to the 12SSP. The inclusion of individuals with lived experiences is significant, recognizing that students interested in suicide prevention may simultaneously possess personal experiences with suicidal ideation. The anticipation is that these individuals will utilize the application in their future professional engagements with patients and clients. Results Feedback from Focus Group interviews, conducted as part of the ELLIPSE grant co-funded by the EU Erasmus+ program, indicated a strong desire among students for access to suicide prevention courses throughout their academic journey, from the first year to the last. They expressed a need to navigate the initial challenging years and subsequently be equipped to manage patients at risk of suicide. To address the gap between student preferences and the unavailability of suicide prevention programs in university curricula, the 12SSP was developed. The application serves both as a brief intervention tool, akin to a traditional Safety Plan, and as a component of ongoing educational efforts throughout the students’ academic tenure. The 12SSP includes features designed to aid in stress management, support peers, and assist professionals in their future engagements with students, patients, and clients. Initial reactions to the 12 Steps Safety Plan from students, academic teachers, and individuals with lived experience have been overwhelmingly positive. Conclusion Preliminary findings support the integration of the 12SSP into educational programs for students, underscoring the need for further research to fully ascertain its benefits.