Abstract

Suicide among high school students has become a growing health crisis, with mental health issues such as anxiety, depression, and suicidal ideation increasing at an alarming rate. The purpose of this quantitative research is to explore the correlation between high school graduation requirements, pressures associated with college applications, and rising suicide rates among high school aged students in grades 9 through 12. With the increase in academic demands, standardized tests, extracurricular activities and a competitive college admissions process, has created an enormously high-pressure environment in high school education. These stressors are shown to have an intense impact on high school aged students’ mental health, resulting in emotional distress and in some cases suicidal behaviors. This study utilized secondary data retrieved from national and state data to investigate these relationships and determine whether the current educational structure and expectations within the United States educational system contribute to increase psychological stress and suicidality in high school aged students. Results indicated statistically significant relationship between high school graduation requirements and suicide rates (r = 0.917, p = 0.002), as well as between pressures associated with college applications and suicide rates (r = 0.740, p = 0.029). A significant correlation between graduation requirements and pressures associated with college applications (r = 0.749, p = 0.026) further emphasizes the relationships among the three variables, and reinforces the conclusion that academic stressors have a considerable contribution to student mental health and suicidal behaviors. The findings support the alternative hypothesis, rejecting the null, and suggests that educational expectations and stressors may exacerbate suicide risk among high school aged students. This study contributes to the growing body of literature advocating for educational change prioritizing student well-being. The study underscores the need for systemic reform and collaborative school environments that support students mentally and emotionally as well as academically. Future research should explore the presence and effectiveness of programs designed to address mental health issues across public and private school systems and assess how they may buffer the negative effects of academic stress.

Library of Congress Subject Headings

High school students—Suicidal behavior—United States; Academic achievement—Psychological aspects; High schools—Graduation requirements—Social aspects

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Martine Jago

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