Suicides Among Youths and the Role of Schools in Prevention: Moral and professional responsibility

 1. Introduction

Youth suicide is a critical global public health issue, with increasing rates observed across various regions. According to the World Health Organization (WHO, 2021), suicide is the fourth leading cause of death among individuals aged 15–29 years globally. The causes are multifaceted, including mental health disorders, bullying, family conflict, academic pressure, and social media exposure. Schools, as central institutions in adolescents’ lives, are uniquely positioned to identify at-risk students and intervene early through preventive education and supportive policies.

2. Understanding Youth Suicide

2.1 Prevalence and Risk Factors

Numerous studies have shown an alarming rise in youth suicide rates, particularly during the post-pandemic era. In the United States, for example, the CDC (2022) reported that suicide rates among individuals aged 10–24 increased by 57% between 2007 and 2018. In the African context, though data collection is limited, studies indicate a worrying trend, especially in urbanizing areas (Mars et al., 2014).

Risk factors include:

  • Mental illness (especially depression and anxiety)

  • Substance abuse

  • Bullying and cyberbullying

  • Academic failure or high pressure

  • Lack of social support

  • Traumatic experiences or abuse (Klomek et al., 2007)

Protective factors such as family support, school belonging, and access to mental health services reduce suicide risk.

3. The Role of Schools in Suicide Prevention

3.1 Early Identification and Intervention

Schools are in an optimal position to identify warning signs of suicidal ideation due to their daily contact with students. Teachers and staff can be trained to observe behavioral changes, such as withdrawal, mood swings, declining academic performance, or verbal cues (Wyman et al., 2010).

A study by King et al. (2011) found that school-based screening programs significantly increased the identification of students at risk and led to earlier interventions. Effective programs such as Signs of Suicide (SOS) and Youth Aware of Mental Health (YAM) have demonstrated reductions in suicidal ideation and attempts.

3.2 Mental Health Education and Awareness

Curricula that incorporate social-emotional learning (SEL) and mental health literacy can empower students to understand emotions, cope with stress, and seek help. According to Wei, Kutcher, & Szumilas (2011), students who received mental health education showed reduced stigma and increased willingness to seek support.

In Mauritius, the Ministry of Education has initiated Life Skills Education, which addresses emotional regulation and resilience, although implementation remains inconsistent.

3.3 School Climate and Connectedness

A positive school climate — one that promotes inclusion, respect, and safety — correlates strongly with lower suicide risk. Blum et al. (2002) emphasize that a sense of school connectedness is a powerful protective factor. This includes supportive teacher-student relationships, peer engagement, and opportunities for student involvement.

Programs that foster peer mentoring, safe spaces, and inclusive extracurricular activities have proven effective in strengthening this protective factor (Resnick et al., 1997).

3.4 Crisis Intervention and Postvention

Schools must have a suicide crisis plan outlining protocols for handling suicide threats or attempts. Additionally, postvention strategies — actions taken after a suicide to support affected students and prevent contagion — are essential. The American Foundation for Suicide Prevention (AFSP) recommends transparent communication, counseling support, and memorial guidance to avoid glamorization.

4. Challenges Faced by Schools

4.1 Lack of Training and Resources

Teachers often report feeling ill-equipped to handle mental health crises (Reinke et al., 2011). There is a critical need for capacity building among school staff, including counselors and administrators.

4.2 Stigma and Cultural Barriers

In many societies, including African and Asian contexts, suicide and mental health remain stigmatized topics (Ngui et al., 2010). This leads to underreporting, denial, and avoidance in schools. Comprehensive awareness campaigns and community involvement are necessary to break this silence.

4.3 Limited Access to Mental Health Professionals

Many schools, especially in rural or underfunded areas, lack on-site psychologists or social workers. As a result, schools must often rely on external partnerships or overburdened staff.

5. Case Studies of School-Based Prevention Programs

  • Sources of Strength (USA): A peer-led program that emphasizes strength-based coping and community support. Research shows a significant decrease in suicide attempts among students exposed to the program (Wyman et al., 2010).

  • Australia's MindMatters Initiative: Focuses on mental health promotion and professional development for educators. Evaluations showed improvements in mental health awareness and support-seeking behavior (Wynn et al., 2005).

  • Sweden's YAM (Youth Aware of Mental Health): A school-based intervention aimed at youth aged 13–17. A randomized control trial found a 55% reduction in suicide attempts among participants (Wasserman et al., 2015).

6. Recommendations for School-Based Prevention

  1. Mandatory mental health education integrated across subjects.

  2. Regular training for teachers in identifying warning signs and referral mechanisms.

  3. Development of school-wide mental health policies and crisis response plans.

  4. Creation of safe, inclusive environments to build trust and belonging.

  5. Parental and community engagement in suicide prevention efforts.

7. Conclusion

Youth suicide is a tragic but preventable phenomenon. Schools have a moral and professional responsibility to act as front-line defenders in this crisis. Through structured programs, mental health education, staff training, and inclusive environments, educational institutions can significantly reduce risk and foster resilience among students. As society evolves, so must our educational systems — with empathy, awareness, and action at the heart of prevention.

References

  • Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens. Minneapolis: University of Minnesota.

  • CDC (2022). Youth Risk Behavior Survey Data Summary & Trends Report 2011–2021. U.S. Centers for Disease Control and Prevention.

  • King, C. A., Arango, A., & Kramer, A. (2011). Suicidal behavior and school-based screening: Evidence from the Signs of Suicide program. Journal of the American Academy of Child and Adolescent Psychiatry, 50(5), 467–475.

  • Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 46(1), 40–49.

  • Mars, B., Burrows, S., Hjelmeland, H., & Gunnell, D. (2014). Suicidal behaviour across the African continent: A review of the literature. BMC Public Health, 14, 606.

  • Ngui, E. M., Khasakhala, L., Ndetei, D., & Roberts, L. W. (2010). Mental health needs in the public sector in Kenya: A qualitative study. World Psychiatry, 9(3), 206–207.

  • Resnick, M. D., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278(10), 823–832.

  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1–13.

  • Wasserman, D., Hoven, C. W., Wasserman, C., Wall, M., Eisenberg, R., Hadlaczky, G., et al. (2015). School-based suicide prevention programmes: the SEYLE cluster-randomised, controlled trial. The Lancet, 385(9977), 1536–1544.

  • Wei, Y., Kutcher, S., & Szumilas, M. (2011). School-based youth mental health awareness programs in Canada: A systematic review. Canadian Journal of Psychiatry, 56(10), 647–655.

  • WHO (2021). Suicide worldwide in 2019: Global health estimates. World Health Organization.

  • Wyman, P. A., Brown, C. H., LoMurray, M., et al. (2010). An outcome evaluation of the Sources of Strength suicide prevention program. American Journal of Public Health, 100(9), 1653–1661.