Background Suicide is the third leading cause of death worldwide among youth aged 10- to 19, and mental disorders are often associated in the etiology of suicidal behavior. Mental disorders are often under-diagnosed and under-treated in young people, a situation likely to increase the severity of the disorder and suicide risk. Presence of school difficulties may, in some cases, be a consequence of mental disorder, and theses difficulties are observable. Therefore, early detection and early intervention of school difficulties may alleviate the development of mental disorders and suicide vulnerability. The aim of this study is to understand the link between school difficulties and suicide risk. Methods We used the data bank gathered by the McGill Group on Suicide Studies over the past two decades through interviews with the relatives of individuals who died by suicide and with individuals from the community as a control group. We included data on common sociodemographic characteristics, life events and mental health characteristics identified before age 18, among individuals who died before the age of 35 or were interviewed before the age of 35. We identified 200 individuals who died by suicide and 97 living controls. We compared groups according to gender and characteristics. Results Within the total sample, 74% were male, 13% had met with academic failure, 18% had engaged in inappropriate behavior at school, and 18% presented combined school difficulties. Combined school difficulties (academic failure and inappropriate behavior) for both sexes and academic failure alone for males were associated with higher suicide risk before the age of 35. School difficulties generally began in early childhood and were linked to mental disorders/difficulties and substance abuse before age 18. Conclusions This study underlines the importance for parents, teachers, and educators to identify children with school difficulties-academic failure and behavioral difficulties at school-as early as possible in order to be able to propose adapted interventions. Early identification and proper diagnosis may prevent chronicity of some disorders, accumulation of adverse events, and even suicide.

中文翻译：

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学业困难是精神障碍诊断和自杀预防的早期征兆吗？自杀死亡个体与对照组的比较研究。

背景 自杀是全球 10 至 19 岁青年的第三大死亡原因，精神障碍通常与自杀行为的病因有关。在年轻人中，精神障碍经常被诊断不足和治疗不足，这种情况可能会增加精神障碍的严重程度和自杀风险。在某些情况下，存在学习困难可能是精神障碍的结果，并且这些困难是可以观察到的。因此，早期发现和早期干预学校困难可能会减轻精神障碍和自杀脆弱性的发展。本研究的目的是了解学业困难与自杀风险之间的联系。方法 我们使用麦吉尔自杀研究小组在过去 20 年收集的数据库，通过采访死于自杀的个人的亲属和作为对照组的社区个人。我们在 35 岁之前死亡或在 35 岁之前接受采访的个体中纳入了 18 岁之前确定的常见社会人口特征、生活事件和心理健康特征的数据。我们确定了 200 名死于自杀的人和 97 名活着的对照组。我们根据性别和特征对各组进行了比较。结果在总样本中，男性占74%，学业不及格占13%，在校有不当行为占18%，综合学习困难占18%。两性的综合学习困难（学业失败和不当行为）和单独的男性学业失败与 35 岁之前较高的自杀风险有关。学业困难通常始于儿童早期，并与之前的精神障碍/困难和药物滥用有关18 岁。结论 这项研究强调了家长、教师和教育工作者尽早发现有学业困难（学业失败和在校行为困难）的儿童的重要性，以便能够提出适当的干预措施。早期识别和正确诊断可以防止某些疾病的慢性化、不良事件的累积，甚至自杀。学业困难通常始于儿童早期，并与 18 岁之前的精神障碍/困难和药物滥用有关。结论 本研究强调了父母、教师和教育工作者识别有学业困难（学业失败和学校行为困难）的儿童的重要性尽早提出适当的干预措施。早期识别和正确诊断可以防止某些疾病的慢性化、不良事件的累积，甚至自杀。学业困难通常始于儿童早期，并与 18 岁之前的精神障碍/困难和药物滥用有关。结论 本研究强调了父母、教师和教育工作者识别有学业困难（学业失败和学校行为困难）的儿童的重要性尽早提出适当的干预措施。早期识别和正确诊断可以防止某些疾病的慢性化、不良事件的累积，甚至自杀。和教育工作者尽早发现有学业困难（学业失败和在校行为困难）的儿童，以便能够提出适当的干预措施。早期识别和正确诊断可以防止某些疾病的慢性化、不良事件的累积，甚至自杀。和教育工作者尽早发现有学业困难（学业失败和在校行为困难）的儿童，以便能够提出适当的干预措施。早期识别和正确诊断可以防止某些疾病的慢性化、不良事件的累积，甚至自杀。