Disclosure of suicidal drivers on social media: a natural language processing and thematic analysis approach

It is common for people to search for health information on the internet, share their health issues through social media, and ask for advice from people in online communities. Some people reported feeling more comfortable sharing their psychological stress online and anonymously asking for advice from people. As such, people disclose not only their suicide risk but also their suicidal risk-associated drivers (e.g., suicide ideation, relational stress, financial crisis). This study aims to identify suicidal drivers from narratives extracted from social media, synthesize findings and suicide theories, and provide insights into future suicide prevention policies and practices. This research gathered and analyzed 128,587 posts written by 76,547 people worldwide. The posts were written in English from January 2021 to December 2022 on the r/SuicideWatch of Reddit. Natural Language Processing and topic modeling, specifically Latent Dirichlet Allocation (LDA), were used to identify clusters of posts based on similarities and differences between posts. Thematic analysis was used to identify suicidal drivers across clusters of posts. The web crawler developed by Brandwatch was used in data collection, and Python was used for all analyses.  Six theme clusters of posts were identified. The first theme was Disclosure of Repetitive Suicide Ideation (i.e., “I want to die. I want to die, I want to die…(repeated)”), and 36.4% of posts had this theme. The second theme was Disclosure of Relational Stress (i.e., “I don’t have any friends”), and 31.9% of posts had this theme. The third theme was Disclosure of Suicide Attempts and Negative Healthcare Experiences (i.e., “I’ve had a suicide attempt before”, “The nurses ignored me”), and 9.9% of posts had this theme. The fourth theme was Disclosure of Abuse (i.e., “He would beat me black and blue”), and 8.8% of posts had this theme. The fifth theme was Disclosure of Contextual Stress, including finance and legal matters (i.e., “every moment was a living fear of the debt collector knocking on the door”), and 7.2% of posts had this theme. The last theme was Philosophical and Informative Discussions around suicide (i.e., “After death, the physical begins to deteriorate and life/energy is simply moved to another being”), and 5.8% of posts had this theme. Understanding different suicidal drivers is an essential component in designing individualized intervention plans for people at suicide risk. The current research identified the idiosyncrasies in the suicide drivers people talked about when disclosing their suicidality. Furthermore, the findings from this study’s data-inspired and exploratory approach provided additional evidence supporting existing suicide theories and frameworks. This research has the potential to lay the groundwork for designing suicide intervention strategies that target individuals’ self-disclosures of their struggles online

Support and perceptions of teachers working with students with special needs during the COVID-19 pandemic

Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four groups of teachers, teacher groups classified as less supported were more likely to be teaching in more urbanized settings with larger size schools than the other teacher groups. Additionally, they perceived their students as attending less often and being less ready for grade-level coursework than their counterparts. Discussions for school leaders and counselors are outlined to emphasize the importance of teacher support for effective education during the COVID-19 pandemic.Published versio