School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools

Abstract

There are known cultural variations in correlates of and symptoms related to suicide-related thoughts and behaviors; however, the majority of research that informs suicide prevention in school systems has focused on research based on Euro-American/White students. By exploring school-related risk and protective factors in ethnic-racial minoritized students, we expand existing multicultural models of suicide prevention for school settings. Specifically, this systematic literature review identified 33 studies conducted with American Indian and Alaskan Native, Hispanic and Latinx, Black and African American, and Asian American and Pacific Islander students. Findings underscore the importance of building relationships with the school community and fostering a sense of safety for students, the need to approach school-based suicide prevention and intervention with cultural considerations, and the importance of connecting students and families with providers in culturally sensitive and informed ways. Taken together, schools need to build school–family–community partnerships that promote culturally sensitive approaches to suicide prevention.

Impact Statement

Findings from this review underscore the importance of strengthening school relationships, fostering a sense of safety and trust, and eradicating bullying for preventing suicide in ethnic-racial minoritized students. By expanding on previous theories of multicultural suicide prevention, we call for the implementation of culturally sensitive risk assessments and suicide prevention programs in school settings that are built from partnerships with families and communities.

Keywords:

• suicide
• community-school collaboration
• family-school collaboration
• ethnicity
• social justice

ASSOCIATE EDITOR:

• Tyler Renshaw

Additional information

Notes on contributors

Marisa E. Marraccini

Marisa E. Marraccini, PhD, assistant professor in the school psychology program in the School of Education at the University of North Carolina at Chapel Hill, is 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.

Dana Griffin

Dana Griffin, PhD, is an associate professor in the school counseling program in the School of Education at the University of North Carolina at Chapel Hill. Her research integrates her training in school and marriage and family counseling by focusing on the role of school counselors in building relationships with parents and developing school–family–community partnerships to address the academic, social, and emotional well-being of adolescents, particularly in Black and low-income populations.

J. Conor O’Neill

J. Conor O’Neill, PhD, Medical Instructor at Duke University School of Medicine, is a licensed psychologist and studies school-based suicide intervention and brief, family focused acute interventions for youth at risk of suicide and self-harm as part of the UCLA-Duke ASAP Center, a category II site for the National Children’s Traumatic Stress Network.

Robert R. Martinez

Robert R. Martinez Jr., PhD, is an assistant professor in the school counseling program in the School of Education at the University of North Carolina at Chapel Hill. His research focuses on promoting college and career readiness in school settings with an emphasis on equity and inclusion.

Andrew J. Chin

Andrew J. Chin, MSW, is a PhD student in the school psychology program in the School of Education at the University of North Carolina at Chapel Hill. Andrew earned his bachelor’s and master’s from the Ohio State University. Prior to pursuing his doctorate, Andrew was a clinical social worker at Nationwide Children’s Hospital primarily serving children, adolescents, and their families with a variety of mental health and developmental needs in both outpatient and inpatient settings. His primary research interests include integrated social–emotional learning curricula, career and college readiness, and suicide prevention. Andrew is currently participating in doctoral internship at Southwest Behavioral and Health Services in the School and Community-Based Counseling Services program.

Emily N. Toole

Emily N. Toole, MEd, BCBA, is a doctoral student within the school psychology program at University of North Carolina at Chapel Hill. Emily’s research interests include trauma-informed care, externalizing disorders, and adolescent mental health. In her clinical experiences, Emily has served students with autism spectrum disorders, emotional and behavioral disorders, and youth in foster care through behavioral and mental health supports. Emily received her bachelor’s degree from the University of Florida and master’s degree from Vanderbilt University.

Sally L. Grapin

Sally L. Grapin, PhD, is an Associate Professor in the Psychology Department at Montclair State University. Her research focuses on the intersection of social justice and school psychology.

Shereen C. Naser

Shereen Naser, PhD, is an assistant professor in the school psychology program at Cleveland State University. Dr. Naser’s main research interests include helping to build school capacity to address the social, emotional and behavioral needs of students in a way that supports ethnically, racially, and linguistically diverse students and families both in the U.S. and abroad. Dr. Naser’s work is done through a child-rights lens, where children are considered important participants in the school and community decision making processes.