Linking Racial Disparities in School Discipline to Black Youth Suicidality

摘要 5-12岁的黑人儿童的自杀率比同龄的白色儿童高出两倍 组确定不成比例地影响黑人儿童并导致其高比率的因素 自杀和自杀倾向（即，构思、规划、尝试）是该领域的一个关键差距。种族 由于种族偏见造成的学校纪律做法的差异（即，种族化的纪律）已经被看到 在整个文学。小学里的黑人孩子比其他孩子更有可能被 与白色儿童相比，因同样的行为而被停职或接受办公室纪律处分。尽管 强有力的证据表明，黑人儿童的经验， 种族歧视，种族化的纪律和年轻的黑人儿童的自杀意念之间的联系， 行为尚未建立。该提案旨在测试1）种族化纪律的比例是否更高 预测黑人儿童的自杀倾向，2）种族化的纪律和 黑人儿童的自杀倾向受到儿童情绪调节和神经认知功能的调节， 种族社会化--一种文化养育策略--是否能防止儿童自杀。这些目标 将通过对200名8-10岁的黑人儿童，他们的主要照顾者， 和他们的老师，通过一个大学医院项目招募，提供基于学校的心理健康 在一个主要的大都市地区的学校治疗。种族化的纪律将通过一个新的教师进行评估 每日日记方法，并与标准措施进行三角测量，包括办公室纪律案件移交方面的差异 以及儿童对教师和学校纪律不公平的感知。儿童的自杀念头和行为会 通过黄金标准半结构化面试进行评估。孩子们也将完成电脑化 神经认知功能任务和观察的情绪调节任务。家长们将报告他们的准备情况 偏见和文化社会化信息。将使用多水平结构方程分析数据 建模这项研究有可能为以学校为基础的政策提供信息，以解决学校中的种族偏见， 针对黑人家庭的文化相关的、有针对性的干预计划，目标是减少自杀 黑人儿童的思想和行为

ABSTRACT The suicide rate is about two times higher for Black children ages 5-12 than White children of the same age group. Identifying factors that disproportionately impact young Black children and contribute to their high rates of suicide and suicidality (i.e., ideation, planning, attempt) represents a critical gap in the field. Racial disparities in school discipline practices that are due to racial biases (i.e., racialized discipline) have been seen throughout the literature. Black children in elementary school are two to three times more likely to be suspended or receive an office discipline referral compared to White children for the same behaviors. Despite robust evidence demonstrating the negative psychological impact of Black children’s experiences of discrimination, the association between racialized discipline and young Black children’s suicidal ideation and behavior has not been established. This proposal seeks to test 1) whether higher rates of racialized discipline predict Black children’s suicidality, 2) whether the proposed association between racialized discipline and Black children’s suicidality is moderated by child emotion regulation and neurocognitive functioning, and 3) whether racial socialization—a cultural parenting strategy—protects against childhood suicidality. These aims will be addressed via a two wave prospective study of 200 Black children ages 8-10, their primary caregivers, and their teachers, recruited through a University Hospital program providing school-based mental health treatment to schools in a major metropolitan area. Racialized discipline will be assessed via a novel teacher daily diary approach and triangulated with standard measures, including disparities in office discipline referrals and children’s perceived teacher and school discipline inequity. Children’s suicidal thoughts and behaviors will be assessed via a gold standard semi-structured interview. Children will also complete computerized neurocognitive functioning tasks and an observed emotion regulation task. Parents will report their preparation for bias and cultural socialization messages. Data will be analyzed using multilevel structural equation modeling. This study has the potential to inform school-based policy to address racial bias in schools and culturally relevant, targeted intervention programs for Black families with the goal of decreasing suicidal thoughts and behavior in Black children.