School Connectedness and Suicidal Ideation Among Black Youth: A Latent Class Analysis

Background and Purpose:

Suicide rates among Black youth are rising faster than those of any other racial or ethnic group, with an increase in deaths and suicidal behaviors, including ideation and attempts. Research highlights protective factors, such as school connectedness, in reducing suicide risk, yet there are limited studies examining these factors among Black youth populations. Further, there is limited person-centered research examining school connectedness in Black youth and its association with suicidal ideation. To address this critical gap in the literature, we aimed to identify latent classes of school connectedness among Black adolescents attending U.S. public schools. Additionally, we sought to examine predictors of class membership and explore the association between latent classes and suicidal ideation.

Methods:

Data from the Future of Families and Child Wellbeing Study yielded an analytic sample of 1,323 Black/African American adolescents enrolled in U.S. public schools at age 15. Missing data were assessed and handled using maximum likelihood estimation. Latent class analysis was applied using six school connectedness indicators to uncover population heterogeneity. After deciding on the number of classes, the covariates (e.g., sex, age, history of suspensions/expulsions, anxious/depressed behaviors) and outcome variable (i.e., suicidal ideation) were included using the three-step approach to explore associations among the identified latent classes. Stata/SE v.17.0 was used for data management and descriptive analysis, while RStudio, with MplusAutomation, was used to conduct the latent class analysis.

Results:

Among the sample, 51% were female, with an average age of 15.59 years (SD = 0.71), and 14% reported experiencing suicidal ideation. The latent class analysis revealed three distinct classes among Black adolescents: (1) Optimal Connections (n = 615, 46.51%) - highest probabilities in school attachment and safety, with no trouble with teachers and peers; (2) Unstable Connections (n=557, 42.10%) - high probabilities in school attachment and safety, but trouble with teachers and peers; and (3) Minimal Connections (n=151, 11.38%) - lowest probabilities in school attachment and safety and trouble with teachers and peers. Youth in the Unstable and Minimal Connections classes were more likely to have a history of suspension/expulsion and report symptoms of anxiety and depression compared to those in the Optimal Connections class. The Minimal Connections class had twice the likelihood of reporting suicidal ideation compared to the Unstable Connections class, suggesting they may be at higher risk for progression to suicidal behaviors.

Conclusions and Implications:

These findings highlight the diverse experiences of school connectedness among Black adolescents and underscore its significant impact on suicide risk. Adolescents in the Minimal Connections class, in particular, demonstrated higher rates of suicidal ideation, suggesting they may be at increased risk for progression to suicidal behaviors. Integrating assessments of school connectedness into suicide prevention efforts can help identify students in need of support and facilitate early interventions. Culturally responsive, targeted approaches that address school attachment and safety are critical in reducing suicide risk, promoting mental health among Black adolescents, and supporting transformative change.