The socio-psychological component of the school environment as a determinant of adolescent autoaggressive behavior
DOI:
https://doi.org/10.33910/2686-9527-2026-8-1-77-88Keywords:
autoaggression, autoaggressive behavior, adolescent autoaggression, suicide, non-suicidal self-harm, school environmentAbstract
Introduction. The problem of adolescent self-harm and suicidal behavior remains highly relevant, as evidenced by recent statistical data. Given that the principal developmental tasks of adolescence are learning and socialization, adolescents spend a significant part of their day at school, interacting with peers and teachers. This article presents a theoretical and analytical study examining the influence of the socio-psychological component of the school educational environment on the development of autoaggressive behavior in adolescents. The study aims to analyze the pathogenic and protective characteristics of the school environment and to identify directions for the prevention of adolescent autoaggression within school settings.
Materials and Methods. The study is a theoretical and analytical review of psychological and educational research published over the past ten years. Sources were selected based on relevance using international and national academic databases.
Results. The analysis identified key risk factors (bullying, social isolation, academic pressure, and negative teacher–student interactions) and protective factors (supportive school climate, acceptance, and positive peer relationships). Approximately 40 % of adolescents who died by suicide had experienced school-related problems, and the incidence of suicide attempts is higher during the first days of the school year. Perceived academic failure is associated with higher levels of depression and an increased risk of suicidal behavior. Among various social influences, only teachers play a significant important role in shaping adolescents’ fear of social rejection and their positive self-image.
Conclusion. The study identified key risk and protective factors associated with the school environment and offers recommendations for fostering a supportive school climate to help prevent adolescent autoaggression.
References
ЛИТЕРАТУРА
Баева, И. А., Лактионова, Е. Б., Гаязова, Л. А., Кондакова, И. В. (2019) Модель психологической безопасности подростка в образовательной среде. Известия РГПУ им. А. И. Герцена, № 194, с. 7–18. EDN: ABZXIX
В аппарате детского омбудсмена обсудили работу с последствиями суицидального поведения несовершеннолетних. (2022) Уполномоченный при Президенте Российской Федерации по правам ребенка. [Электронный ресурс]. URL: https://deti.gov.ru/Press-Centr/news/983 (дата обращения 27.01.2025).
Васягина, Н. Н., Сычева, Н. Б. (2019) Особенности саморазрушающего поведения обучающихся. Педагогическое образование в России, № 1, с. 93–99. https://doi.org/10.26170/po19-01-13
Волкова, Е. Н. (2021) Профилактика агрессивного поведения детей и подростков в образовательной среде: направления работы на основе результатов исследования. Герценовские чтения: психологические исследования в образовании, вып. 4, с. 715–722. https://doi.org/10.33910/herzenpsyconf-2021-4-92
Ганузин, В. М. (2021) Школьный климат, буллинг, виктимизация, дидактогения и синдром педагогического насилия: поля сражений в школьной жизни. Медицинская психология в России, т. 13, № 1, с. 1–10. https://doi.org/10.24412/2219-8245-2021-1-10
Григорьева, А. А. (2020) Обзор отечественных и зарубежных программ превенции суицидального и самоповреждающего поведения, применяемых в практике общеобразовательных школ. Вестник психотерапии, т. 74, № 79, с. 42–58. EDN: DFCNDU
Гришина, Е. В. (2018) Влияние психологической безопасности образовательной среды на антивитальные переживания подростков. Диссертация на соискание степени кандидата психологических наук. СПб., Российский государственный педагогический университет им. А. И. Герцена, 121 с.
Доклад о деятельности уполномоченного при Президенте Российской Федерации по правам ребенка в 2022 году. (2022) Уполномоченный при Президенте Российской Федерации по правам ребенка. [Электронный ресурс]. URL: https://deti.gov.ru/Deyatelnost/documents/245 (дата обращения 27.01.2025).
Евсеенкова, Е. В. (2019) Факторы риска аутодеструктивного поведения у старших подростков. Вестник Кемеровского государственного университета, т. 21, № 1, с. 74–86. https://doi.org/10.21603/2078-8975-2019-21-1-74-86
Лактионова, Е. Б. (2012) Структурно-функциональная модель образовательной среды как объекта психологической экспертизы. Известия РГПУ им. А. И. Герцена, № 148, с. 67–76. EDN: PIVRFN
Новикова, М. А., Реан, А. А. (2019) Влияние школьного климата на возникновение травли: отечественный и зарубежный опыт исследования. Вопросы образования, № 2, с. 78–97. https://doi.org/10.17323/1814-9545-2019-2-78-97
Панов, В. И. (2007) Психодидактика образовательных систем: теория и практика. СПб.: Питер, 352 с.
Рубцов, В. В. (ред.). (1996) Коммуникативно-ориентированные образовательные среды. Психология проектирования. М.: ПИ РАО, 158 с.
Руженков, В. А., Лобов, Г. А., Боева, А. В. (2008) К вопросу об уточнении содержания понятия «аутоагрессивное поведение». Научно-медицинский вестник Центрального Черноземья, № 32, с. 20–24. EDN: LTWLNX
Слободчиков, В. И. (1997) Образовательная среда: реализация целей образования в пространстве культуры. В кн.: Р. М. Люсиер (ред.). Новые ценности образования: культурные модели школ, вып. 7. М.: Инноватор; Bennett college, с. 177–184.
Ясвин, В. А. (2019) Школьная среда как предмет измерения: экспертиза, проектирование, управление. М.: Народное образование, 448 с.
Aldridge, J. M., McChesney, K. (2018) The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, vol. 88, no. 1, pp. 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
Bockhoff, K., Ellermeier, W., Bruder, S. (2023) Evaluation of a suicide prevention program encompassing both student and teacher training components. Crisis: The Journal of Crisis Intervention and Suicide Prevention, vol. 44, no. 4, pp. 276–284. https://doi.org/10.1027/0227-5910/a000862
Branan, J. M. (1972) Negative human interaction. Journal of Counseling Psychology, vol. 19, no. 1, pp. 81–82. https://doi.org/10.1037/h0032030
Buzzai, C., Sorrenti, L., Orecchio, S. et al. (2020) The relationship between contextual and dispositional variables, well-being and hopelessness in school context. Frontiers in Psychology, vol. 11, article 533815. https://doi.org/10.3389/fpsyg.2020.533815
Carey, S. L. (2020) Promoting positive mental health in adolescent boys: Actions to tackle suicide in Australian secondary schools. Issues in Educational Research, vol. 30, no. 2, pp. 452–472.
Cha, C. B., Franz, P. J., Guzmán, E. M. et al. (2018) Annual research review: Suicide among youth — epidemiology, (potential) etiology, and treatment. Journal of Child Psychology and Psychiatry, and Allied Disciplines, vol. 59, no. 4, pp. 460–482. https://doi.org/10.1111/jcpp.12831
Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., Extremera, N. (2021) The role of emotional intelligence, the teacher-student relationship, and flourishing on academic performance in adolescents: A moderated mediation study. Frontiers in Psychology, vol. 12, article 695067. https://doi.org/10.3389/fpsyg.2021.695067
Chandler, V., Heger, D., Wuckel, C. (2019) The perils of returning to school: New insights into the seasonality of youth suicides. Ruhr Economic Papers, no. 820. [Online]. Available at: https://www.econstor.eu/bitstream/10419/204497/1/1677961880.pdf (accessed 25.09.2024).
Chen, H., Guo, H., Chen, H., et al. (2023) Influence of academic stress and school bullying on self-harm behaviors among Chinese middle school students: The mediation effect of depression and anxiety. Frontiers in Public Health, vol. 10, article 1049051. https://doi.org/10.3389/fpubh.2022.1049051
Copeland, M., Siennick, S. E., Feinberg, M. E. et al. (2019) Social ties cut both ways: Self-harm and adolescent peer networks. Journal of Youth and Adolescence, vol. 48, no. 8, pp. 1506–1518. https://doi.org/10.1007/s10964-019-01011-4
Crudgington, H., Wilson, E., Copeland, M. et al. (2023) Peer-friendship networks and self-injurious thoughts and behaviors in adolescence: A systematic review of sociometric school-based studies that use social network analysis. Adolescent Research Review, vol. 8, no. 1, pp. 21–43. https://doi.org/10.1007/s40894-022-00196-3
Dimitrova, E., Kotzeva, T., Alexandrova-Karamanova, A. (2020) Psychosocial school environment and health risk behaviours of adolescents in Bulgaria: results from multilevel analysis. International Journal of Public Health, vol. 65, no. 8, pp. 1331–1344. https://doi.org/10.1007/s00038-020-01482-4
Engels, M. C., Spilt, J., Denies, K., Verschueren, K. (2021) The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories. Learning and Instruction, vol. 75, article 101485. https://doi.org/10.1016/j.learninstruc.2021.101485
Evans, R., Hurrell, C. (2016) The role of schools in children and young people’s self-harm and suicide: Systematic review and meta-ethnography of qualitative research. BMC Public Health, vol. 16, article 401. https://doi.org/10.1186/s12889-016-3065-2
Holland, K. M., Vivolo-Kantor, A. M., Logan, J. E., Leemis, R. W. (2017) Antecedents of suicide among youth aged 11–15: A Multistate mixed methods analysis. Journal of Youth and Adolescence, vol. 46, no. 7, pp. 1598–1610. https://doi.org/10.1007/s10964-016-0610-3
Jiménez, T. I., León, J., Martín-Albo, J. et al. (2021) Transactional links between teacher-adolescent support, relatedness, and aggression at school: A three-wave longitudinal study. International Journal of Environmental Research and Public Health, vol. 18, no. 2, article 436. https://doi.org/10.3390/ijerph18020436
Kidger, J., Heron, J., Leon, D. A. et al. (2015) Self-reported school experience as a predictor of self-harm during adolescence: A prospective cohort study in the South West of England (ALSPAC). Journal of Affective Disorders, vol. 173, pp. 163–169. https://doi.org/10.1016/j.jad.2014.11.003
Kim, K. M. (2021) What makes adolescents psychologically distressed? Life events as risk factors for depression and suicide. European Child, Adolescent Psychiatry, vol. 30, no. 3, pp. 359–367. https://doi.org/10.1007/s00787-020-01520-9
Krantz, L. B., Stanko-Lopp, D., Kuntz, M., Wilcox, H. C. (2024) A guide for schools on student-directed suicide prevention programs eligible for implementation under the STANDUP act, a rapid review and evidence synthesis. Archives of Suicide Research, vol. 28, no. 3, pp. 737–759. https://doi.org/10.1080/13811118.2023.2247033
Mann, J. J., Michel, C. A., Auerbach, R. P. (2021) Improving suicide prevention through evidence-based strategies: A systematic review. The American Journal of Psychiatry, vol. 178, no. 7, pp. 611–624. https://doi.org/10.1176/appi.ajp.2020.20060864
Marraccini, M. E., Pittleman, C., Griffard, M. et al. (2022) Adolescent, parent, and provider perspectives on school-related influences of mental health in adolescents with suicide-related thoughts and behaviors. Journal of School Psychology, no. 93, pp. 98–118. https://doi.org/10.1016/j.jsp.2022.07.001
Motillon-Toudic, C., Walter, M., Séguin, M. et al. (2022) Social isolation and suicide risk: Literature review and perspectives. European Psychiatry: The Journal of the Association of European Psychiatrists, vol. 65, no. 1, article e65. https://doi.org/10.1192/j.eurpsy.2022.2320
Nadeem Parpio, Y., Nuruddin, R., Ali, T. S. et al. (2025) Suicide prevention program on suicidal behaviors and mental wellbeing among school aged adolescents: A scoping review. Frontiers in Public Health, no. 13, article 1506321. https://doi.org/10.3389/fpubh.2025.1506321
Nakano, M., Yamazaki, C., Teshirogi, H. et al. (2022) How worries about interpersonal relationships, academic performance, family support, and classmate social capital influence suicidal ideation among adolescents in Japan. The Tohoku Journal of Experimental Medicine, vol. 256, no. 1, pp. 73–84. https://doi.org/10.1620/tjem.256.73
Paschall, M., Bersamin, M. (2018) School-based health centers, depression, and suicide risk among adolescents. American Journal of Preventive Medicine, vol. 54, no. 1, pp. 44–50. https://doi.org/10.1016/j.amepre.2017.08.022
Richardson, R., Connell, T., Foster, M. et al. (2024) Risk and protective factors of self-harm and suicidality in adolescents: An Umbrella review with meta-analysis. Journal of Youth and Adolescence, vol. 53, no. 6, pp. 1301–1322. https://doi.org/10.1007/s10964-024-01969-w
Romanelli, M., Sheftall, A. H., Irsheid, S. B. et al. (2022) Factors associated with distinct patterns of suicidal thoughts, suicide plans, and suicide attempts among US adolescents. Prevention Science: The Official Journal of the Society for Prevention Research, vol. 23, no. 1, pp. 73–84. https://doi.org/10.1007/s11121-021-01295-8
Santibáñez, R., Solabarrieta, J., Ruiz-Narezo, M. (2020) School well-being and drug use in adolescence. Frontiers in Psychology, vol. 11, article 1668. https://doi.org/10.3389/fpsyg.2020.01668
Schlagbaum, P., Tissue, J. L., Sheftall, A. H. et al. (2021) The impact of peer influencing on adolescent suicidal ideation and suicide attempts. Journal of Psychiatric Research, vol. 140, pp. 529–532. https://doi.org/10.1016/j.jpsychires.2021.06.027
Steare, T., Muñoz, C. G., Sullivan, A., Lewis, G. (2023) The association between academic pressure and adolescent mental health, problems: A systematic review. Journal of Affective Disorders, vol. 339, pp. 302–317. https://doi.org/10.1016/j.jad.2023.07.028
Stress in America: Are teens adopting adults’ stress habits? (2014) American Psychological Association. [Online]. Available at: https://www.apa.org/news/press/releases/stress/2013/stress-report.pdf (accessed 27.10.2023).
Wachter Morris, C., Wester, K. L. (2020) Functions and prevalence of self-directed violence in adolescence. Journal of Child and Adolescent Counseling, vol. 6, no. 2, pp. 110–123. https://doi.org/10.1080/23727810.2020.1719352
Zaborskis, A., Ilionsky, G., Tesler, R., Heinz, A. (2019) The association between cyberbullying, school bullying, and suicidality among adolescents. Crisis, vol. 40, no. 2, pp. 100–114. https://doi.org/10.1027/0227-5910/a000536
REFERENCES
Aldridge, J. M., McChesney, K. (2018) The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, vol. 88, no. 1, pp. 121–145. https://doi.org/10.1016/j.ijer.2018.01.012 (In English)
Baeva, I. A., Laktionova, E. B., Gajazova, L. A., Kondakova, I. V. (2019) Ensuring psychological safety of adolescents in the lerning environment. Izvestia: Herzen University Journal of Humanities & Sciences, no. 194, pp. 7–18. (In Russian)
Bockhoff, K., Ellermeier, W., Bruder, S. (2023) Evaluation of a suicide prevention program encompassing both student and teacher training components. Crisis: The Journal of Crisis Intervention and Suicide Prevention, vol. 44, no. 4, pp. 276–284. https://doi.org/10.1027/0227-5910/a000862 (In English)
Branan, J. M. (1972) Negative human interaction. Journal of Counseling Psychology, vol. 19, no. 1, pp. 81–82. https://doi.org/10.1037/h0032030 (In English)
Buzzai, C., Sorrenti, L., Orecchio, S. et al. (2020) The relationship between contextual and dispositional variables, well-being and hopelessness in school context. Frontiers in psychology, vol. 11, article 533815. https://doi.org/10.3389/fpsyg.2020.533815 (In English)
Carey, S. L. (2020) Promoting positive mental health in adolescent boys: Actions to tackle suicide in Australian secondary schools. Issues in Educational Research, vol. 30, no. 2, pp. 452–472. (In English)
Cha, C. B., Franz, P. J., Guzmán, E. M. et al. (2018) Annual research review: Suicide among youth — epidemiology, (potential) etiology, and treatment. Journal of Child Psychology and Psychiatry, and Allied Disciplines, vol. 59, no. 4, pp. 460–482. https://doi.org/10.1111/jcpp.12831 (In English)
Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., Extremera, N. (2021) The role of emotional intelligence, the teacher-student relationship, and flourishing on academic performance in adolescents: A moderated mediation study. Frontiers in Psychology, vol. 12, article 695067. https://doi.org/10.3389/fpsyg.2021.695067 (In English)
Chandler, V., Heger, D., Wuckel, C. (2019) The perils of returning to school: New insights into the seasonality of youth suicides. Ruhr Economic Papers, no. 820. [Online]. Available at: https://www.econstor.eu/bitstream/10419/204497/1/1677961880.pdf (accessed 25.09.2024). (In English)
Chen, H., Guo, H., Chen, H., et al. (2023) Influence of academic stress and school bullying on self-harm behaviors among Chinese middle school students: The mediation effect of depression and anxiety. Frontiers in Public Health, vol. 10, article 1049051. https://doi.org/10.3389/fpubh.2022.1049051 (In English)
Copeland, M., Siennick, S. E., Feinberg, M. E. et al. (2019) Social ties cut both ways: Self-harm and adolescent peer networks. Journal of Youth and Adolescence, vol. 48, no. 8, pp. 1506–1518. https://doi.org/10.1007/s10964-019-01011-4 (In English)
Crudgington, H., Wilson, E., Copeland, M. et al. (2023) Peer-friendship networks and self-injurious thoughts and behaviors in adolescence: A systematic review of sociometric school-based studies that use social network analysis. Adolescent Research Review, vol. 8, no. 1, pp. 21–43. https://doi.org/10.1007/s40894-022-00196-3 (In English)
Dimitrova, E., Kotzeva, T., Alexandrova-Karamanova, A. (2020) Psychosocial school environment and health risk behaviours of adolescents in Bulgaria: results from multilevel analysis. International journal of Public Health, vol. 65, no. 8, pp. 1331–1344. https://doi.org/10.1007/s00038-020-01482-4 (In English)
Engels, M. C., Spilt, J., Denies, K., Verschueren, K. (2021) The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories. Learning and Instruction, vol. 75, article 101485. https://doi.org/10.1016/j.learninstruc.2021.101485 (In English)
Evans, R., Hurrell, C. (2016) The role of schools in children and young people’s self-harm and suicide: Systematic review and meta-ethnography of qualitative research. BMC Public Health, vol. 16, article 401. https://doi.org/10.1186/s12889-016-3065-2 (In English)
Evseenkova, E. V. (2019) The risk factors of auto-destructive behavior in adolescents. The Bulletin of Kemerovo State University, vol. 21, no. 1, pp. 74–86. https://doi.org/10.21603/2078-8975-2019-21-1-74-86 (In Russian)
Ganuzin, V. M. (2021) School climate, bullying, victimization, didactogeny and pedagogical violence syndrome: Battlefields in school life. Meditsinskaya psikhologiya v Rossii, vol. 13, no. 1, pp. 1–10. https://doi.org/10.24412/2219-8245-2021-1-10 (In Russian)
Grigor’eva, A. A. (2020) Review of domestic and foreign programs for the prevention of suicidal and self-harming behavior used in the practice of general education schools. Bulletin of Psychotherapy, vol. 74, no. 79, pp. 42–58. (In Russian)
Grishina, E. V. (2018) The influence of psychological safety of the educational environment on anti-vital experiences of adolescents. PhD dissertation (Psychology). Saint Petersburg, Herzen University, 121 p. (In Russian)
Holland, K. M., Vivolo-Kantor, A. M., Logan, J. E., Leemis, R. W. (2017) Antecedents of suicide among youth aged 11–15: A Multistate mixed methods analysis. Journal of Youth and Adolescence, vol. 46, no. 7, pp. 1598–1610. https://doi.org/10.1007/s10964-016-0610-3 (In English)
Jiménez, T. I., León, J., Martín-Albo, J. et al. (2021) Transactional links between teacher-adolescent support, relatedness, and aggression at school: A three-wave longitudinal study. International Journal of Environmental Research and Public Health, vol. 18, no. 2, article 436. https://doi.org/10.3390/ijerph18020436 (In English)
Kidger, J., Heron, J., Leon, D. A. et al. (2015) Self-reported school experience as a predictor of self-harm during adolescence: A prospective cohort study in the South West of England (ALSPAC). Journal of Affective Disorders, vol. 173, pp. 163–169. https://doi.org/10.1016/j.jad.2014.11.003 (In English)
Kim, K. M. (2021) What makes adolescents psychologically distressed? Life events as risk factors for depression and suicide. European Child, Adolescent Psychiatry, vol. 30, no. 3, pp. 359–367. https://doi.org/10.1007/s00787-020-01520-9 (In English)
Krantz, L. B., Stanko-Lopp, D., Kuntz, M., Wilcox, H. C. (2024) A guide for schools on student-directed suicide prevention programs eligible for implementation under the STANDUP act, a rapid review and evidence synthesis. Archives of Suicide Research, vol. 28, no. 3, pp. 737–759. https://doi.org/10.1080/13811118.2023.2247033 (In English)
Laktionova, E. B. (2012) Structural-functional model of educational environment as an object of psychological examination. Izvestia: Herzen University Journal of Humanities & Sciences, no. 148, pp. 67–76. (In Russian)
Mann, J. J., Michel, C. A., Auerbach, R. P. (2021) Improving suicide prevention through evidence-based strategies: A systematic review. The American Journal of Psychiatry, vol. 178, no. 7, pp. 611–624. https://doi.org/10.1176/appi.ajp.2020.20060864 (In English)
Marraccini, M. E., Pittleman, C., Griffard, M. et al. (2022) Adolescent, parent, and provider perspectives on school-related influences of mental health in adolescents with suicide-related thoughts and behaviors. Journal of School Psychology, no. 93, pp. 98–118. https://doi.org/10.1016/j.jsp.2022.07.001 (In English)
Motillon-Toudic, C., Walter, M., Séguin, M. et al. (2022) Social isolation and suicide risk: Literature review and perspectives. European Psychiatry: The Journal of the Association of European Psychiatrists, vol. 65, no. 1, article e65. https://doi.org/10.1192/j.eurpsy.2022.2320 (In English)
Nadeem Parpio, Y., Nuruddin, R., Ali, T. S. et al. (2025) Suicide prevention program on suicidal behaviors and mental wellbeing among school aged adolescents: A scoping review. Frontiers in Public Health, no. 13, article 1506321. https://doi.org/10.3389/fpubh.2025.1506321 (In English)
Nakano, M., Yamazaki, C., Teshirogi, H. et al. (2022) How worries about interpersonal relationships, academic performance, family support, and classmate social capital influence suicidal ideation among adolescents in Japan. The Tohoku Journal of Experimental Medicine, vol. 256, no. 1, pp. 73–84. https://doi.org/10.1620/tjem.256.73 (In English)
Novikova, M. A., Rean, A. A. (2019) Influence of school climate on bullying prevalence: Russian and international research experience. Educational Studies Moscow, no. 2, pp. 78–97. https://doi.org/10.17323/1814-9545-2019-2-78-97 (In Russian)
Panov, V. I. (2007) Psychodidactics of educational systems: theory and practice. Saint-Petersburg: Piter Publ., 352 p. (In Russian)
Paschall, M., Bersamin, M. (2018) School-based health centers, depression, and suicide risk among adolescents. American Journal of Preventive Medicine, vol. 54, no. 1, pp. 44–50. https://doi.org/10.1016/j.amepre.2017.08.022 (In English)
Report on the activities of the Commissioner for Children’s Rights under the President of the Russian Federation in 2022. (2022) Commissioner for Children’s Rights under the President of the Russian Federation. [Online]. Available at: https://deti.gov.ru/Deyatelnost/documents/245 (accessed 27.01.2025). (In Russian)
Richardson, R., Connell, T., Foster, M. et al. (2024) Risk and protective factors of self-harm and suicidality in adolescents: An umbrella review with meta-analysis. Journal of Youth and Adolescence, vol. 53, no. 6, pp. 1301–1322. https://doi.org/10.1007/s10964-024-01969-w (In English)
Romanelli, M., Sheftall, A. H., Irsheid, S. B. et al. (2022) Factors associated with distinct patterns of suicidal thoughts, suicide plans, and suicide attempts among US adolescents. Prevention Science: The Official Journal of the Society for Prevention Research, vol. 23, no. 1, pp. 73–84. https://doi.org/10.1007/s11121-021-01295-8 (In English)
Rubtsov, V. V. (ed.). (1996) Communication-oriented educational environments. Psychology of design. Moscow: Psychological Institute of the Russian Academy of Education, 158 p. (In Russian)
Ruzhenkov, V. A., Lobov, G. A., Boeva, A. V. (2008) On the issue of clarifying the content of the concept of “autoaggressive behavior”. Medical Scientific Bulletin of Central Chernozemye, no. 32, pp. 20–24. (In Russian)
Santibáñez, R., Solabarrieta, J., Ruiz-Narezo, M. (2020) School well-being and drug use in adolescence. Frontiers in Psychology, vol. 11, article 1668. https://doi.org/10.3389/fpsyg.2020.01668 (In English)
Schlagbaum, P., Tissue, J. L., Sheftall, A. H. et al. (2021) The impact of peer influencing on adolescent suicidal ideation and suicide attempts. Journal of Psychiatric Research, vol. 140, pp. 529–532. https://doi.org/10.1016/j.jpsychires.2021.06.027 (In English)
Slobodchikov, V. I. (1997) Educational environment: the realization of educational goals in the cultural space. In: R. M. Lucier (ed.). New values of education: cultural models of schools, vol. 7. Moscow: Innovator Publ.; Bennett college Publ., pp. 177–184. (In Russian)
Steare, T., Muñoz, C. G., Sullivan, A., Lewis, G. (2023) The association between academic pressure and adolescent mental health, problems: A systematic review. Journal of Affective Disorders, vol. 339, pp. 302–317. https://doi.org/10.1016/j.jad.2023.07.028 (In English)
Stress in America: Are teens adopting adults’ stress habits? (2014) American Psychological Association. [Online]. Available at: https://www.apa.org/news/press/releases/stress/2013/stress-report.pdf (accessed 27.10.2023). (In English)
The Children’s Ombudsman’s Office discussed working with the consequences of suicidal behavior in minors. (2022a) Commissioner for Children’s Rights under the President of the Russian Federation. [Online]. Available at: https://deti.gov.ru/Press-Centr/news/983 (accessed 27.01.2025). (In Russian)
Vasyagina, N. N., Sycheva, N. B. (2019) Specific features of self-destructive behavior of students. Pedagogical Education in Russia, no. 1, pp. 93–99. https://doi.org/10.26170/po19-01-13 (In Russian)
Volkova, E. N. (2021) Prevention of children and adolescents’ aggressive behaviour in the educational environment: Opportunities based on study results. The Herzen University Studies: Psychology in Education, iss. 4, pp. 715–722. https://doi.org/10.33910/herzenpsyconf-2021-4-92 (In Russian)
Wachter Morris, C., Wester, K. L. (2020) Functions and prevalence of self-directed violence in adolescence. Journal of Child and Adolescent Counseling, vol. 6, no. 2, pp. 110–123. https://doi.org/10.1080/23727810.2020.1719352 (In English)
Yasvin, V. A. (2019) School environment as a subject of measurement: Examination, design, management. Moscow: Narodnoe obrazovanie Publ., 448 p. (In Russian)
Zaborskis, A., Ilionsky, G., Tesler, R., Heinz, A. (2019) The association between cyberbullying, school bullying, and suicidality among adolescents. Crisis, vol. 40, no. 2, pp. 100–114. https://doi.org/10.1027/0227-5910/a000536 (In English)
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Taisiia V. Kharkina
This work is licensed under a Creative Commons Attribution 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Creative Commons Attribution 4.0 International (CC BY 4.0).
This license permits an unlimited number of users to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material for any purpose, including commercial use.
This license retains copyright for the authors but allows others to freely distribute, use, and adapt the work, on the mandatory condition that appropriate credit is given. Users must provide a correct link to the original publication in our journal, cite the authors' names, and indicate if any changes were made.
Copyright remains with the authors. The CC BY 4.0 license does not transfer rights to third parties but rather grants users prior permission for use, provided the attribution condition is met. Any use of the work will be governed by the terms of this license.
