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<p>Suicide rates among Black youth have shown disproportionately increasing trends in recent years. This study examined whether teacher-reported behaviors in early childhood were associated with suicide attempts in young adulthood among Black youth. Participants were drawn from a randomized controlled trial of school-based interventions conducted in an urban Mid-Atlantic school district; intervention status was included as a covariate. Of the original 2311 participants, 1516 identified as Black. Analyses were estimated using full information maximum likelihood (FIML), under a missing-at-random assumption, yielding an analytic sample of 1510 Black youth (51.7% female). First-grade predictors included teacher-rated authority acceptance, attention-concentration, social interaction, and school-recorded absenteeism. Participants self-reported lifetime suicide attempts during follow-ups in young adulthood at ages ~ 20, ~ 21, and ~ 30. Analyses tested associations between early behavioral indicators and suicide attempts, stratified by sex. Among males, the lower the level of teacher-rated social interaction, the greater the odds of suicide attempts (aOR = 1.29, 95% CI 1.01–1.66). Among females, higher attention-concentration problems predicted greater odds of suicide attempts (aOR = 1.14, 95% CI 1.03–1.28). No significant associations were observed for authority acceptance or absenteeism. These findings underscore the potential utility of early school-based screening to identify Black children at elevated risk for suicide attempts later in life.</p>

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Can 1st Grade Data that Schools Can or Do Routinely Collect Predict Suicide Attempts Among Black Youth?

  • 期刊论文

  • 发表日期：

    2026年3月25日

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  • Brittney D. Singletary,
  • Nicholas S. Ialongo,
  • I-Tzu Hung,
  • Michael A. Lindsey,
  • Jill A. Rabinowitz

摘要

Suicide rates among Black youth have shown disproportionately increasing trends in recent years. This study examined whether teacher-reported behaviors in early childhood were associated with suicide attempts in young adulthood among Black youth. Participants were drawn from a randomized controlled trial of school-based interventions conducted in an urban Mid-Atlantic school district; intervention status was included as a covariate. Of the original 2311 participants, 1516 identified as Black. Analyses were estimated using full information maximum likelihood (FIML), under a missing-at-random assumption, yielding an analytic sample of 1510 Black youth (51.7% female). First-grade predictors included teacher-rated authority acceptance, attention-concentration, social interaction, and school-recorded absenteeism. Participants self-reported lifetime suicide attempts during follow-ups in young adulthood at ages ~ 20, ~ 21, and ~ 30. Analyses tested associations between early behavioral indicators and suicide attempts, stratified by sex. Among males, the lower the level of teacher-rated social interaction, the greater the odds of suicide attempts (aOR = 1.29, 95% CI 1.01–1.66). Among females, higher attention-concentration problems predicted greater odds of suicide attempts (aOR = 1.14, 95% CI 1.03–1.28). No significant associations were observed for authority acceptance or absenteeism. These findings underscore the potential utility of early school-based screening to identify Black children at elevated risk for suicide attempts later in life.