Suicidal ideation and behaviors within the school context: Perceived teacher, peer and parental support

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.