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Journal of Learning Disabilities
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Suicidality, School Dropout, and Reading Problems Among Adolescents

Stephanie S. Daniel

Department of Psychiatry and Behavioral Medicine at Wake Forest University School of Medicine, sdaniel{at}wfubmc.edu

Adam K. Walsh

UNC School of Social Work

David B. Goldston

Department of Psychiatry and Behavioral Sciences, Duke University Medical Center

Elizabeth M. Arnold

Department of Psychiatry and Behavioral Medicine at Wake Forest University School of Medicine

Beth A. Reboussin

Department of Public Health Sciences at Wake Forest University School of Medicine

Frank B. Wood

Department of Neurology at Wake Forest University School of Medicine

The purpose of this study was to examine the risk of suicidal ideation and suicide attempts and school dropout among youth with poor reading in comparison to youth with typical reading (n = 188) recruited from public schools at the age of 15. In a prospective naturalistic study, youth and parents participated in repeated research assessments to obtain information about suicide ideation and attempts, psychiatric and sociodemographic variables, and school dropout. Youth with poor reading ability were more likely to experience suicidal ideation or attempts and more likely to drop out of school than youth with typical reading, even after controlling for sociodemographic and psychiatric variables. Suicidality and school dropout were strongly associated with each other. Prevention efforts should focus on better understanding the relationship between these outcomes, as well as on the developmental paths leading up to these behaviors among youth with reading difficulties.

Journal of Learning Disabilities, Vol. 39, No. 6, 507-514 (2006)
DOI: 10.1177/00222194060390060301
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