The Interpersonal–Psychological Theory of Suicide (IPTS) is a framework for understanding suicidality, yet there is little connection of IPTS to school environment, or exploration of this model within various populations. In this article, we conduct a cross-sectional assessment in a high school to understand the relationships between student engagement, IPTS, and suicidal behavior, to provide guidance for counseling professionals to target prevention and intervention efforts to increase effectiveness. A total of 1081 high school students participated in the current study. While perceived burdensomeness was found to moderate the relationship of some aspects of student engagement to suicidal behavior, nuances existed in risk factors to suicidal behavior for various identity groups within the school. Findings have implications for prevention and intervention efforts that would be most effective for students with diverse backgrounds.

中文翻译：

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学校参与和自杀的人际心理理论：身份群体差异

自杀心理学理论（IPTS）是理解自杀的框架，但 IPTS 与学校环境或在不同人群中探索该模型的联系很少。在本文中，我们在一所高中进行了一项横断面评估，以了解学生参与度、IPTS 和自杀行为之间的关系，为咨询专业人员提供指导，以提高预防和干预工作的有效性。共有 1081 名高中生参与了本次研究。虽然发现感知的负担可以缓和学生参与的某些方面与自杀行为的关系，但学校内不同身份群体的自杀行为的危险因素存在细微差别。研究结果对预防和干预工作具有影响，这对于具有不同背景的学生来说是最有效的。