Posamentier Jordan, Seibel Katherine, DyTang Nell
Committee for Children, Seattle, WA, USA.
Trauma Violence Abuse. 2023 Apr;24(2):746-759. doi: 10.1177/15248380211039475. Epub 2022 Feb 10.
Schools in the United States increasingly incorporate social-emotional learning (SEL) as a part of comprehensive youth suicide prevention programs in schools. We reviewed the literature to investigate the inclusion of SEL in youth suicide prevention efforts. We identified several known risk factors to youth suicide, namely, hopelessness, anxiety, substance use, and child sexual abuse, then cross-walked that review to SEL competencies shown to mitigate each of those known risk factors. We found all SEL competencies, to some extent, across all the evidence-based, school-based youth suicide prevention programs we identified. Further, we found that all five SEL competencies are shown directly to address and mitigate the major, known risk factors for youth suicide. These findings suggest that SEL can play a productive role in upstream youth suicide prevention. State-level policy makers and school administrators should consider the inclusion of evidence-based SEL in efforts to address youth suicide prevention.
美国的学校越来越多地将社会情感学习（SEL）纳入学校全面的青少年自杀预防项目中。我们查阅了文献，以调查SEL在青少年自杀预防工作中的纳入情况。我们确定了几个已知的青少年自杀风险因素，即绝望、焦虑、物质使用和儿童性虐待，然后将该综述与显示能减轻每个已知风险因素的SEL能力进行交叉对照。我们在我们确定的所有基于证据的、以学校为基础的青少年自杀预防项目中，在某种程度上发现了所有的SEL能力。此外，我们发现所有五项SEL能力都直接显示出能解决和减轻青少年自杀的主要已知风险因素。这些发现表明，SEL在上游青少年自杀预防中可以发挥积极作用。州级政策制定者和学校管理人员应考虑将基于证据的SEL纳入应对青少年自杀预防的工作中。
