Abstract
Adolescent hospitalizations for suicide-related behaviors have increased in recent years, with the highest rates occurring during the academic school year. Schools are a primary environment that adolescents return to following hospitalization, making them an important context for understanding recovery following a suicidal crisis. Although previous research highlights provider perceptions for improving this transition, limited research has focused on adolescent views. This qualitative study presents findings from interviews with 19 adolescents previously hospitalized for a suicide-related crisis. Results highlight the need to strengthen social supports for returning youth. Specifically, findings suggest the importance of emotional supports (e.g., positive school relationships and a safer psychosocial school climate), instrumental supports (e.g., collaborations and communication around reentry), informational supports (clearer procedures for academics and reentry processes), and appraisal supports that acknowledge the complexity of adolescent functioning upon return. Findings reinforce the importance of the school psychologist’s role in partnering with returning youth and their families and providing consultation to other school professionals about supporting their recovery.
Impact Statement
This study elevates adolescent voices by describing their experiences and viewpoints regarding school reintegration following psychiatric hospitalization for suicide-related behaviors. School psychologists and other school professionals should partner with returning students and families in supporting reintegration, and collaborate to strengthen student–adult relationships upon their return. While standard protocols for supporting returning adolescents may help improve reentry processes overall, it remains of critical importance to tailor safety plans and reentry plans based on individual adolescent experiences.
ASSOCIATE EDITOR:
ACKNOWLEDGMENTS
The researchers would like to acknowledge the families who donated their time to this project and the Qualitative Science & Methods Training Program (QSMTP) of the Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, which provided training in qualitative research methods for this manuscript.
DISCLOSURE
No potential conflict of interest was reported by the authors.
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Notes on contributors
Marisa E. Marraccini
Marisa Marraccini, PhD, is an assistant professor in the school psychology program in the School of Education at the University of North Carolina at Chapel Hill and a licensed psychologist. Her research focuses on promoting mental health in school settings with an emphasis on suicide prevention. Her work aims to integrate consideration of school context into clinical interventions and approaches to suicide prevention, and also to enhance school supports for adolescents recovering from suicidal crises.
Cari Pittleman
Cari Pittleman, MEd, is a doctoral student within the school psychology program at the University of North Carolina at Chapel Hill. In her research, Cari explores equitable access to mental health supports in both school and clinical settings. Clinically, Cari has experience working with children and adolescents with developmental disabilities, ADHD, autism, epilepsy, and brain injury. She is a former elementary classroom teacher.