Citation

Madjar N, Walsh SD, Harel-Fisch Y. Psychiatry Res. 2018; 269: 185-190.

Affiliation

School of Education, Bar-Ilan University, Ramat-Gan 5290002, Israel.

Copyright

(Copyright © 2018, Elsevier Publishing)

DOI

10.1016/j.psychres.2018.08.045

PMID

30149277

Abstract

School-related factors have been found to be associated with adolescents' suicidal ideation and behaviors, including teacher and peer support. Research has tended to ignore the nested nature of school-related data, which may be critical in this context. The current study implemented a multi-level approach on data from the 2013-14 Health Behaviors in School-aged Children (HBSC-WHO) Israeli survey among high school children (N = 4241; 56% female). Participants completed measures of teacher-, peer-, and parental-support (coded reversely from 1 = high to 5 = low), and suicidal ideation and behaviors in the last 12 months. Hierarchical Linear Modeling (HLM), controlling for gender and age, revealed that classroom-level teachers' support was significantly related to students' suicidal ideation and behaviors (OR = 1.71, 95% CI = 1.20-2.44; OR = 1.39, 95% CI = 1.04-1.86; respectively), whereas parental (OR = 1.56, 95% CI = 1.40-1.75; OR = 1.41, 95% CI = 1.30-1.55; respectively) and peer support (OR = 1.21, 95% CI = 1.12-1.31; OR = 1.11, 95% CI = 1.02-1.21; respectively) were significant at the individual-level. The school environment can play a significant role in reducing risk for suicidal ideation and behaviors.

FINDINGS can inform future research and practice in planning and implementing evidence-based intervention programs within schools.

Copyright © 2018. Published by Elsevier B.V.

Language: en

Keywords

Hierarchical linear modeling; Parents; Peer climate; Suicide; Teacher support