Social Support and Suicide Risk among Secondary School Students in Cape Town, South Africa

Abstract

The aim of this study was to investigate social support including daily activities in a sample of secondary school students at low and high risk for suicide in Cape Town, South Africa. The sample included 1,157 students (Grade 9, 28.2%, Grade 10, 43.3%, and Grade 11, 28.4%); 30.9% were boys and 69.1% were girls, M age = 15.8 yr. (SD = 1.6). The racial background was mainly Coloured (from mixed descent) (84.6%) with a minority of African Black (10.5%), White, (2.1%), and Indian/ Asian (1.8%). Bivariate analyses showed Low Risk more than High Suicide Risk students reported significantly more teacher support, peer support, parental support, and personal control. Stepwise logistic regression indicated for boys none of the four social support variables and personal control associated with suicide risk, while for girls lack of peer and parental support were associated with high suicide risk. Among eight different activities, only for girls was lack of social activities associated with high suicide risk. Interventions influencing the posited mediating variables, i.e., social support resources and personal life skills competences, should be enhanced.