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Previous research has identified mental health symptoms such as depression and aggression as contributing factors associated with suicidal ideation and attempts in adolescence. However, much of this work has focused on older adolescents (ages >14) resulting in a dearth of knowledge about adolescents under the age of 14 years. Moreover, much less is known about the moderating mechanism of school connectedness in the relationship between mental health symptoms and suicidal behaviors. Research demonstrates the protective nature of school connectedness in relation to adolescent mental health and suicidal behaviors. As such, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching most adolescents. This study addressed gaps in the literature by examining school connectedness as a moderating influence on the relationship between mental health symptoms and suicidal behaviors (e.g., suicidal ideation and self-harm) among adolescents ages 9-12 years.
Methods:
Data were drawn from the Fragile Families and Child Wellbeing Study which includes a large sample of children born to unmarried parents, who are disproportionately from minority and disadvantaged backgrounds. This longitudinal birth cohort study recruited parent-child dyads in 20 U.S. cities between 1998-2000. Data collection occurred at child’s birth, and subsequent waves were collected at ages 1, 3, 5, 9, and 15. Data from age 9 interviews were used for this cross-sectional study. The analytic sample (n=2,826) consisted of 52% males with an average age of 9.3 years (SD = .34). The racial/ethnic breakdown was 53% Black, 25% Hispanic, and 18% White. Data were analyzed using multivariate logistic regression.
Results:
Among participants, 2% experienced suicidal ideation and 2% experienced self-harming behaviors. Black children were five times more likely to experience self-harm compared to their White peers (AOR = 5.38; 95% CI = 1.71-16.95; p = .004). In addition, there was a significant interaction effect between withdrawn depressed symptoms and school connectedness (AOR = .95; 95% CI = .91- 98; p = .006), indicating a significant moderating effect of school connectedness on the relationship between withdrawn depressed symptoms and self-harm. Results also showed a significant interaction effect between aggressive behavior and school connectedness (AOR = 1.02; 95% CI = 1.00-1.03; p = .001), indicating a significant moderating effect of school connectedness on the relationship between aggressive behavior and self-harm in early adolescents. However, school connectedness did not moderate the relationship between mental health symptoms and suicidal ideation.
Conclusion and Implications:
Research findings provide empirical support for the protective role of school connections for self-harming behaviors among adolescents with mental health symptoms, but this buffering effect was not significant for suicidal ideation. Findings raise awareness to important racial and developmental processes that may be distinct to early adolescents and are key to accurate assessment, screening, and identification of risk and protective factors in preventing suicidal behaviors. School personnel including school social workers must continue to prioritize efforts and activities that increase student connectedness as they target a reduction of untreated mental health problems and suicidal behaviors in adolescents who attend their schools.