In sixth grade, my favorite subject was math — primarily because I really liked my math teacher. One day as I was walking into class I noticed that there was a substitute teacher instead. This continued for a week, during which the entire class was talking about the sudden disappearance of our favorite teacher. Finally, a statement was released: Our favorite teacher had committed suicide from a drug overdose.

At the young age of 11, I came to realize that suicide was a prevalent issue. I also learned that there are many risk factors for suicide, such as mental illness or other disorders of the mind, depression, and abuse of drugs or alcohol. Oftentimes the stigma associated with these risk factors causes an individual to not want to share upsetting issues with other people and/or reach out to seek help. With the rising trend in suicide during a national pandemic, it is critical that the issue be addressed to the fullest extent possible. 

In Nevada, suicide is the leading cause of death for ages 12 to 19 and the second leading cause of death for ages 20 to 44, according to the Nevada Coalition for Suicide Prevention (2021). Young people are especially prone to depression and other forms of mental illness, yet Nevada ranks among the worst 15 states for having a low parent-reported rate of depression, as well as a higher rate of acute depression in youth between the ages of three and 17, per the Children’s Advocacy Alliance (2021).

Evidence has shown that school-based interventions can help prevent suicide ideation and attempts, and young minds are malleable, so it is important to discuss with young people the risk factors and symptoms of suicide at a fairly young age. We should have mandatory middle school and high school classes that teach children about suicide and prevention, and colleges and and universities should try to provide resources such as free therapy and mental health checks.

Oftentimes, schools like to publicize their commitment to whatever is best for their students, but they sometimes neglect to address basic safety concerns. Especially amid a global pandemic, it is extremely hard for some students to cope with what is happening in their lives and focus on school. It could be crucial to a life for administrators and faculty to be understanding and compassionate. The state should require that all faculty and staff in schools take at least one suicide prevention course to better empathize with their students. 

Being more lenient with students when they are having a difficult time with coursework could also bring some relief, along with reaching out and inviting them to talk about any problems they may have. By providing students with an open door and the resources to deal with any risk factors or symptoms they face that may lead to suicide, along with requiring faculty to participate a program that gives them a framework and tools, we can better combat suicide in Nevada.

Ceana Jose was born and raised in Las Vegas, Nevada. She is a junior at the University of Washington Seattle where she studies public health and global health issues.

Centers for Disease Control and Prevention. (2021, May 13). Risk and protective factors. Centers for Disease Control and Prevention. Retrieved November 30, 2021, from 

https://www.cdc.gov/suicide/factors/index.html.

Children’s Advocacy Alliance. (2021). Retrieved 30 November 2021, from https://www.caanv.org/wp-content/uploads/2021/09/Nevada-Childrens-Report-.pdf 

Facts About Suicide – Nevada Coalition for Suicide Prevention. (2021). Retrieved 30 November 2021, from https://nvsuicideprevention.org/facts-about-suicide/ 

Morken, I. S., Dahlgren, A., Lunde, I., & Toven, S. (2019). The effects of interventions preventing self-harm and suicide in children and adolescents: an overview of systematic reviews. F1000Research, 8, 890. https://doi.org/10.12688/f1000research.19506.2 

Oexle, N., Herrmann, K., Staiger, T., Sheehan, L., Rüsch, N., & Krumm, S. (2019). Stigma and suicidality among suicide attempt survivors: A qualitative study. Death studies, 43(6), 381–388. https://doi.org/10.1080/07481187.2018.1474286