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绪学习 (SEL) 作为学校综合青少年自杀预防计划的一部分。我们回顾了文献以调查将 SEL 纳入青少年自杀预防工作。我们确定了青少年自杀的几个已知风险因素，即绝望、焦虑、药物使用和儿童性虐待，然后将审查交叉到 SEL 能力，以减轻这些已知风险因素中的每一个。在我们确定的所有以证据为基础的、以学校为基础的青少年自杀预防计划中，我们在某种程度上发现了所有 SEL 能力。此外，我们发现所有五种 SEL 能力都可以直接解决和减轻青少年自杀的主要已知风险因素。这些研究结果表明，SEL 可以在上游青少年自杀预防中发挥富有成效的作用。州级政策制定者和学校管理人员应考虑将基于证据的 SEL 纳入努力解决青少年自杀预防问题。