We know that suicide can be prevented by educating the public, especially those who work with children and youth. Most schools have a written suicide prevention plan. However, if you think about it, everyone’s life is different, and suicide prevention efforts can’t be universal. We must consider age, gender, culture, faith, genetics, and other variables when creating plans and policies.
In today’s world, systemic racism, political rhetoric, and a multitude of barriers create additional challenges for youth, often leaving those affected unnoticed and without support or resources.
For example, African American youth have a whole different perspective on suicide and mental health. Living in a world where having dark skin means being treated with distrust and disrespect, they must navigate society differently from their white counterparts. We’ve all heard stories of the danger of driving while black.
Over the past two decades, suicide rates among Black youth have risen faster than any other racial/ethnic group. Black children aged 5-12 are twice as likely to die by suicide compared to their Caucasian peers.
Driven by intergenerational trauma, discrimination, and geographic isolation, Indigenous youth face a different array of challenges. Cultural views on suicide teach them that life is a sacred gift that should not be disrespected. Yet they experience the highest suicide rates of any racial group in the U.S.
Immigrant raids and arrests induce toxic stress, chronic fear, and severe trauma. This widespread anxiety frequently leads to acute depression, anxiety disorders, Post-Traumatic Stress Disorder (PTSD), and a significantly elevated risk of suicidal ideation among detained individuals, targeted families, and children in mixed-status households.
Tragically, many immigrants avoid mental health services out of fear of being reported to authorities, language barriers, and stigma, putting them at even higher risk.
LGBTQ youth face social stigma, prejudice, and discrimination just for being different. They experience a higher rate of suicide attempts than the general population. Lesbian, gay, bisexual, transgender, and queer persons experience significant health and behavioral health inequalities. Discrimination against them is exacerbated by laws and policies that do not protect them and even encourage negative treatment.
Protective Factors
Facilitating connectedness and teaching coping and problem-solving skills are the foundations of suicide prevention programs in school settings. Teachers, counselors, and school administrators are well aware of the importance of differentiating instruction and individualizing learning for students. But what if they could do more to address the cultural and situational barriers their students face?
Anonymity
Too many teens and young adults avoid seeking help because of the stigma mental health disorders carry. Shame, fear, or worry that others will learn about their personal issues prevent them from revealing their feelings. Fortunately, there are options.
Young people are more likely to reach out for help if they can maintain their anonymity. Schools and organizations that work with youth should make contact information for those resources easily available.
- Text HOME or HOLA to 741741
- The Trevor Project for LGBTQ+ youth.
Integrated screening
Integrating screenings into general primary care settings and school environments allows youth to seek help for physical symptoms like sleep issues and stress, without having to explicitly disclose mental health concerns. School nurses and primary care physicians are often the first providers to identify depression and anxiety disorders and can guide parents toward community resources for their child.
Cultural Awareness
Culture can be a protective factor. Awareness of cultural beliefs and practices like working with community elders or healers instead of using common risk assessment tools may be a more effective approach, particularly for indigenous youth.
Acknowledging historical trauma, discrimination, and marginalization can help build trust. Resources and toolkits are available from the Suicide Prevention Resource Center (SPRC).
Language and Assessment
Conventional practices suggest using direct questioning, like “Do you wish you were dead?” A gentler approach using positive language may be more respectful, such as, “Have you wished you were not alive?”
Risk assessments can be adapted to address more diverse demographics, and should consider family dynamics, cultural supports, and socioeconomic challenges.
Situational and Systemic Barriers
Young people face a myriad of challenges that adults who work with them may be unaware of. It’s important to take time to learn about stressors affecting at-risk youth. They may have to work to support the family, lack access to transportation, or care for younger siblings. Some may be experiencing homelessness or struggling with drug or alcohol abuse.
Along with trauma (ACEs) and financial barriers, youth may also struggle with language differences or lack access to healthcare.
Accessing Treatment
After a risk assessment has been completed and a determination made that treatment is needed, schools should maintain a current list of providers or search the SAMHSA Behavioral Health Treatment Services Locator for accessible resources. Building trust with youth and their families is a critical first step towards accessing the help they need.
A
Culture of Caring: A Suicide Prevention Guide for Schools (K-12) was
created as a resource for educators who want to know how to get started and
what steps to take to create a suicide prevention plan that will work for their
schools and districts. It is written from my perspective as a school principal
and survivor of suicide loss, not an expert in psychology or counseling. I hope
that any teacher, school counselor, psychologist, principal, or district
administrator can pick up this book, flip to a chapter, and easily find helpful
answers to the questions they are likely to have about what schools can do to
prevent suicide.
