Attribution of suicidal risk behaviour and ideation on academic environmental stressors among secondary schools’ students in Uasin gishu county, Kenya

Abstract

Despite increased attention to student well-being, limited research has examined how academic stressors influence suicidal ideation and behaviour among secondary school students in Kenya. Excessive pressure, social isolation, and inadequate support heighten vulnerability, making academic stress a critical yet underexplored factor. The purpose of this study was to assess academic environmental stressors on suicidal risk behaviours and ideation among secondary school students in Uasin Gishu County, Kenya. Specifically, the study aimed: To explore the causes of suicidal ideations and attempts among secondary school students in Uasin Gishu, Kenya; to determine the effects of academic environmental stressors that Kenyan secondary school students attribute to suicidal attempts and ideations; to assess the viability of social support given to students with suicidal risk behaviours and ideations; to investigate students‘ perception of the effectiveness of social support programs in mitigating suicidal tendencies; to investigate the necessity of enhancing instrumental, informational, and emotional support systems aimed at reducing stressors and suicidal behaviour; and to propose a model showing ways of reducing academic stressors in secondary schools in Uasin Gishu, Kenya. The study was anchored on Thomas Joiner‘s Interpersonal Theory of Suicide, guided by a pragmatic research paradigm, and utilized a mixed method research approach through a concurrent mixed method research design. The target population comprised 165 public secondary schools, involving 71,872 students, 2,384 teachers, 165 deputy principals, and 165 counsellors. Using Gay, Mills, and Airasian‘s criteria, 18 schools (11%) were selected, from which 144 students were systematically sampled, and 18 teachers, 18 deputy principals, and 18 counsellors were purposively chosen. Data collection tools included student and teacher questionnaires, interview schedules for deputy, counsellors, and student focus groups. Quantitative data were analyzed using descriptive statistics, ANOVA, and chi-square tests, whereas qualitative data were analyzed thematically. Results showed strong agreement ratings for key stressors: declining grades (41.7%), bullying (43.8%), broken homes (44.4%), teacher abuse (41.7%), poor concentration (40.3%), indiscipline (39.6%), and lack of fees (38.2%). Inferential analysis from student questionnaires revealed suicidal ideation was strongly associated with academic stress (F = 7.45, p = 0.000) and support system perceived effectiveness (χ²(1, N = 144) = 5.67, p = 0.017; Cramér‘s V = 0.70). Qualitative findings revealed three key themes: the critical role of peer support, the influence of family dynamics on emotional stability, and the importance of school resources. Participants emphasized reduced emotional burden and increased hope when adequate support was present. The study concluded that suicidal ideation was strongly influenced by academic and environmental stressors, including declining performance, bullying, unstable homes, and poor concentration. It also established that the perceived effectiveness of social support played a critical protective role, with stronger peer, family, and school-based assistance reducing emotional distress and enhancing psychological resilience. The study recommends reforming curricula and assessments to ease academic pressure and strengthen supportive learning environments. It further urges full implementation of the Uasin Gishu Academic Wellness Model (UGAWM), ensuring all six pillars, peer support, counselling, stress-literacy education, communication strategies, community engagement, and workload rationalization, are adopted through clear policies, funding, and continuous evaluation.