2006/11/01 by Stephanie S. Daniel, Adam Walsh, Adam K. Walsh +6 · 2 citations
Medicine · Psychology · #Child and Adolescent Psychosocial and Emotional Development #Suicide and Self-Harm Studies #Traumatic Brain Injury Research
paper · doi:10.1177/00222194060390060301
crossref issued 2006/11/01 · crossref published 2006/11/01 · crossref published-online 2006/11/01 · crossref published-print 2006/11/01 · openalex publication_date 2006/11/01 · crossref created 2007/12/14 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/02
The purpose of this study was to examine the risk of suicidal ideation and suicide attempts and school dropout among youth with poor reading in comparison to youth with typical reading (n = 188) recruited from public schools at the age of 15. In a prospective naturalistic study, youth and parents participated in repeated research assessments to obtain information about suicide ideation and attempts, psychiatric and sociodemographic variables, and school dropout. Youth with poor reading ability were more likely to experience suicidal ideation or attempts and more likely to drop out of school than youth with typical reading, even after controlling for sociodemographic and psychiatric variables. Suicidality and school dropout were strongly associated with each other. Prevention efforts should focus on better understanding the relationship between these outcomes, as well as on the developmental paths leading up to these behaviors among youth with reading difficulties.