Racial and Ethnic Differences in Early School Experiences As a Predictor of Suicidal Ideation during Adolescence

Background and Purpose:

Suicide is the second leading cause of death among adolescents, with an average of 8 adolescents (between ages 10 and 19) dying by suicide every day. Although this figure represents adolescents who died by suicide, it is important to recognize that many more engage in serious thoughts about killing themselves. Suicidal ideation is one of the most prevalent of the suicide-related behaviors and is a predominant reason for adolescent hospitalizations over the last decade. As minority adolescent suicide rates continue to rise, focusing on early school experiences, offers a contextual perspective to suicide risk. Limited research has focused on school experiences such as school anxiety, school connection, peer bullying, and suspensions/expulsions simultaneously despite an emerging body of evidence showing that several aspects of school life effects emotional health. As such, this study examined racial/ethnic differences in suicidal ideation and in the effect of early school experiences on suicidal ideation among adolescents.

Methods:

Data were drawn from Future Families and Child Wellbeing Study which includes a large sample of children 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 and age 15 interviews were used for this longitudinal study. The analytic sample (n=2,453) consisted of 55% males with an average age of 15.32 years (SD = .019). The racial/ethnic breakdown was 36% Black, 34% Hispanic, 24% White, and 6% Other. Data were analyzed using chi-square and multivariate logistic regression.

Results:

Among adolescents, 5.4% reported suicidal ideation. Hispanic (41.7%) and Black (31%) adolescents had higher rates of suicidal ideation than their White (19.9%) counterparts, but racial/ethnic differences were not statistically significant (χ²=5.582, p=0.570). In the full sample, there were no significant predictors (F(8,2)=0.45, p=.828). Stratified by race/ethnicity, for Black adolescents, the odds of suicidal ideation were 1.49 times higher with every one-point increase in the number of schools attended since 1^st grade. In addition, higher rates of school anxiety increased the odds of suicidal ideation by 1.06. The odds of suicidal ideation for Black females were 31% lower than for Black males. White adolescents who had been suspended or expelled had fifteen times higher odds of suicidal ideation compared to White peers who had not been suspended/expelled (AOR = 15.58 [1.82-18.14]). Alternatively, school connections decreased the odds of suicidal ideation by 23% (AOR=.778 [.64-.94]) for White adolescents. There were no significant predictors for Hispanic or Other-Race adolescents.

Conclusion and Implications:

Research findings provide empirical support for the effects of early school experiences on suicidal ideation among adolescents across racial/ethnic groups. Findings raise awareness to important racial processes that may be distinct to adolescents and are key to accurate assessment, screening, and identification of risk and protective factors in those who are at risk of self-harm. Assessing early school experiences can inform school-based interventions designed to promote mental health and support healthy coping strategies.