By Franklin P. Schargel
Youth suicide is a growing public health concern. While the national suicide rate fell in 2020, suicide among young people rose sharply in the decade before, and remains a critical issue for schools, families, and communities. Between 2007 and 2018, suicide among youth ages 10–24 increased by nearly 60 percent. According to the Centers for Disease Control and Prevention (CDC), suicide is now the second-leading cause of death for 10- to 24-year-olds. These trends demand attention, especially among educators and school leaders who often encounter at-risk students.
In June 2016 the CDC reported that suicide had overtaken homicide as the second-leading cause of death for teenagers. The number of adolescents lost to suicide is roughly equal to the combined totals from the fourth through tenth leading causes of death in that age group. Research also suggests that for every completed adolescent suicide there may be many more attempts—commonly cited estimates indicate dozens of attempts for each death.
FAST FACTS ABOUT YOUTH SUICIDE
- Estimates indicate that in a single 24-hour period more than a thousand adolescents may attempt suicide; annual figures show hundreds of thousands of serious, nonfatal attempts.
- The fastest-growing group completing suicide is children aged 10 to 14.
- Approximately every 90 minutes a teenager or young adult dies by suicide.
- Although overall suicide rates have declined over longer periods, rates for teens and young adults—particularly those aged 15–24—have risen significantly and remain higher than the general population in many areas.
- Research from suicide prevention organizations reports that around three-quarters of people who die by suicide gave some warning or sign of their intentions to friends or family beforehand.
- Native American youth ages 15–24 experience suicide at rates several times higher than the national average for that age group.
The aftermath of a suicide attempt or death in a school community is devastating. Students, families, and staff experience grief, confusion, and fear, and schools often see follow-up or “copycat” attempts. The good news is that suicide among young people is, to a large extent, preventable—if warning signs are recognized early and appropriate supports are mobilized.
Many schools have written protocols for responding to students who show suicidal behavior, but protocols are effective only when staff are trained to recognize warning signs and to take immediate, appropriate action. Prevention requires being proactive: building awareness, training staff and peers, and ensuring rapid access to mental health resources.
RECOGNIZING RISK FACTORS FOR TEENAGE SUICIDE
Risk factors fall into several overlapping categories. Identifying these signs can help adults intervene before a crisis escalates.
- Physical signs: chronic fatigue, frequent complaints about physical ailments, red or glassy eyes, and a persistent cough.
- Emotional signs: noticeable personality changes, sudden mood swings, increased irritability, impulsive or irresponsible behavior, low self-esteem, poor judgment, withdrawal, or persistent sadness and depression.
- Family-related signs: increased conflict at home, breaking rules, or pulling away from family interactions.
- School-related signs: loss of interest in schoolwork, falling grades, truancy, frequent absences, or disciplinary problems.
- Social signs: new peer groups that disengage from family and school activities, brushes with the law, or abrupt changes in appearance and interests.
Certain circumstances increase risk, including previous suicide attempts, a family history of suicide, recent traumatic events or significant loss, easy access to lethal means (particularly firearms), family separation or divorce, marked withdrawal from friends and activities, rebellious or violent behavior, neglect of personal grooming, dramatic personality shifts, persistent boredom or concentration problems, and verbal hints that indicate hopelessness or plans to die.
While these signs point to elevated risk, no single sign guarantees suicidal intent. However, any direct statement such as “I want to kill myself” or “I’m going to commit suicide” must be taken seriously. Immediate action should include contacting a qualified mental health professional or emergency services if the risk is imminent.
Showing care and willingness to listen can be lifesaving. Research indicates that many young people who die by suicide previously gave signals or confided in someone close to them. Adults who respond with calm, attentive listening and timely referrals to help can change the course of a young person’s life.
WHAT ARE THE SYMPTOMS OF DEPRESSION?
- Persistent sadness, emptiness, or numbness
- Chronic fatigue or lack of energy
- Feelings of hopelessness, helplessness, or worthlessness
- Frequent anger, irritability, or excessive crying
- Sleeping much more than usual
- Withdrawing from friends or feeling alone even in social settings
- Loss of interest in formerly enjoyable activities
- Abrupt behavior changes, mood swings, or crying spells
- Decline in school performance or concentration
Students experiencing depression need safe, trusted adults to listen and to help connect them to professional support. Schools may benefit from peer-helper programs that train students in listening skills and referral procedures; such programs must include proper training and oversight to be effective.
WHAT CAN EDUCATORS DO TO PREVENT YOUTH SUICIDE?
- Take any expression of suicidal thoughts seriously. Never dismiss a student’s statements as mere attention-seeking.
- If you suspect a student is at risk, immediately notify a school counselor or administrator and follow established protocols.
- Listen attentively and calmly. Offer empathy rather than lectures about why the student should not feel bad.
- Reassure the student that help is available and that depression and suicidal feelings can be treated.
- If the student is at immediate risk, do not leave them alone; if necessary, contact emergency services right away.
- Know your limits. Be supportive and listen, but involve mental health professionals for assessment and care.
About the author
Franklin P. Schargel is a former classroom teacher, school counselor, and school administrator who designed programs that increased parental engagement, boosted post-secondary attendance, and reduced dropout rates at his Title I high school. His work has been recognized by the U.S. Department of Education and featured in national media. Schargel also served as Education Division Chair of the American Society for Quality and contributed to the development of the Malcolm Baldrige Award for Education.
Portions of this article were adapted from Schargel’s work, and his book Preventing School Violence: A User’s Guide is available for educators and administrators seeking additional strategies and guidance. Portions of this article were excerpted from that title.
This article was originally published by The Learning Counsel, a research and news organization focused on the shift to digital curriculum in education.