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Article(id=1325536223091249991, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325535161890398372, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025375, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1753804800000, receivedDateStr=2025-07-30, revisedDate=1759939200000, revisedDateStr=2025-10-09, acceptedDate=null, acceptedDateStr=null, onlineDate=1793962062856, onlineDateStr=2026-11-06, pubDate=1766592000000, pubDateStr=2025-12-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793962062856, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793962062856, creator=13701087609, updateTime=1793962062856, updator=13701087609, issue=Issue{id=1325535161890398372, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='12', pageStart='1673', pageEnd='1824', issueExtLink='null', onlineDate='null', pubDate='1766592000000', pubDateStr='2025-12-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793961809846, creator='13701087609', updateTime=1793961809846, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=1754, endPage=1759, ext={EN=ArticleExt(id=1325536229764387657, articleId=1325536223091249991, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Association of school climate and suicidal behavior of primary and secondary school students, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To explore the association between school climate and suicide behavior among primary and secondary school students, so as to provide recommendations for preventing student suicide in schools.

Methods

From June to July 2024, a stratified cluster random sampling method was employed to conduct a questionnaire survey on suicidal behavior and school climate among 8 722 students from 36 schools in Lüliang, Linfen, and Datong cities, Shanxi Province. The relationship between school climate and suicidal behavior was analyzed using Chi-square test and binary Logistic regression, supplemented by gender heterogeneity and interaction analyses.

Results

The prevalence of suicidal behavior among students in Shanxi Province was 11.1%. After adjusting for age, gender, educational stage, parents' educational level, residential status, family economic condition, parents' marital status and depressive symptoms, binary Logistic regression analysis revealed that peer relationships (OR=0.72, 95%CI=0.57-0.91), peer trust (OR=0.73, 95%CI=0.58-0.92), teacher support (OR=0.66, 95%CI=0.53-0.82), school safety (OR=0.61, 95%CI=0.48-0.78), having more than six friends (OR=0.64, 95%CI=0.43-0.98), and school belongingness (OR=0.70, 95%CI=0.56-0.88) among primary and secondary school students were associated with a lower risk of suicidal behavior (all P < 0.05). Students who experienced school bullying showed a higher risk of suicidal behavior (OR=2.95, 95%CI=1.80-4.82, P < 0.05). Gender-specific analysis revealed that peer relationships (OR=0.67, 95%CI=0.48-0.92), peer trust (OR=0.66, 95%CI=0.49-0.90), and school belongingness (OR=0.62, 95%CI=0.45-0.84) were associated with a lower risk of suicidal behavior suicide behavior in girls; teacher support (OR=0.50, 95%CI=0.36-0.70) and having more than six friends (OR=0.51, 95%CI=0.27-0.96) were associated with a lower risk of suicidal behavior in boys, who experienced school bullying showed a higher risk of suicidal behavior (OR=4.19, 95%CI=2.18-8.03) (all P < 0.05). Interactive analysis revealed that the dual interaction between peer support and school safety could reduced the risk of suicide behavior among primary and secondary school students safety (OR=0.83, 95%CI=0.70-0.99, P < 0.05).

Conclusions

School climate is closely associated with suicidal behavior among primary and secondary school students in Shanxi Province, with gender differences present. Schools should foster a positive school environment to prevent student suicide behaviors.

, authors=Chang LIU1, Le YANG*, 1, Hongfei QU2, Yuejia LIU1, authorsList=Chang LIU, Le YANG, Hongfei QU, Yuejia LIU, authorCompany=null, correspAuthors=Le YANG, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325536236043260747, articleId=1325536223091249991, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=校园氛围与中小学生自杀行为的关联, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

探究校园氛围与中小学生自杀行为的关联，为防范中小学生自杀行为提供参考。

方法

于2024年6—7月，采用分层整群随机抽样方法，对山西省吕梁市、临汾市和大同市的36所学校共8 722名中小学生进行自杀行为和校园氛围问卷调查。通过χ2检验和二元Logistic回归分析校园氛围与中小学生自杀行为的关系，并进行性别分层和交互效应分析。

结果

山西省中小学生自杀行为检出率为11.1%。控制年龄、性别、学段、父母受教育水平、居住情况、家庭经济状况、父母婚姻状况及抑郁症状后，二元Logistic回归分析结果显示，同伴关系好(OR=0.72，95%CI=0.57~0.91)、同伴信任(OR=0.73，95%CI=0.58~0.92)、师生关系好(OR=0.66，95%CI=0.53~0.82)、有学校安全感(OR=0.61，95%CI=0.48~0.78)、朋友数量≥6个(OR=0.64，95%CI=0.43~0.98)和有学校归属感(OR=0.70，95%CI=0.56~0.88)的中小学生自杀行为检出风险较低，遭受校园欺凌(OR=2.95，95%CI=1.80~4.82)的中小学生自杀行为检出风险较高(P值均＜0.05)。性别分层回归分析结果显示，同伴关系好(OR=0.67，95%CI=0.48~0.92)、同伴信任(OR=0.66，95%CI=0.49~0.90)和有学校归属感(OR=0.62，95%CI=0.45~0.84)的女生自杀行为检出风险较低；师生关系好(OR=0.50，95%CI=0.36~0.70)及朋友数量≥6个(OR=0.51，95%CI=0.27~0.96)的男生自杀行为检出风险较低；遭受校园欺凌(OR=4.19，95%CI=2.18~8.03)的男生自杀行为检出风险较高(P值均＜0.05)。交互效应分析显示，同伴支持与学校安全的双重交互可降低中小学生自杀行为风险(OR=0.83，95%CI=0.70~0.99，P＜0.05)。

结论

校园氛围与中小学生自杀行为密切关联，且存在性别差异。中小学校应营造良好校园氛围，以预防学生自杀行为的发生。

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刘畅(2002-)，女，山西阳泉人，在读硕士，主要研究方向为社会医学与卫生事业管理

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杨乐，E-mail：
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Comparison of detection rates of suicidal behavior among primary and secondary school students with different groups

, figureFileSmall=null, figureFileBig=null, tableContent=
组别选项人数自杀行为人数χ2值P值组别选项人数自杀行为人数χ2值P值
性别男4 474447(10.0)11.19＜0.01居住情况与父母同住6 595621(9.4)96.01＜0.01
女4 248520(12.2)仅与父或母亲同住738124(16.8)
年龄/岁10~123 017270(8.9)45.17＜0.01仅与祖辈同住21643(19.9)
13~153 010310(10.3)与父母和祖辈同住1 017141(13.9)
16~182 695387(14.4)其他15638(24.4)
学段小学3 263309(9.5)18.24＜0.01抑郁症状是1 065471(44.2)1 351.44＜0.01
初中1 876203(10.8)否7 657496(6.5)
高中3 583455(12.7)同伴关系好是7 378531(7.2)734.92＜0.01
居住地农村5 170597(11.5)2.730.10否1 344436(32.4)
城市3 552370(10.4)同伴帮助是7 053571(8.1)334.51＜0.01
独生子女是1 275153(12.0)1.260.26否1 669396(23.7)
否7 447814(10.9)同伴信任是6 691510(7.6)349.91＜0.01
父母婚姻状况在婚7 999831(10.4)47.71＜0.01否2 031457(22.5)
非在婚723136(18.8)朋友数量/个017871(39.9)182.84＜0.01
父亲受教育水平小学及以下1 386208(15.0)32.50＜0.011~22 009277(13.8)
初中4 570490(10.7)3~54 068397(9.8)
高中1 382153(11.1)≥62 467222(9.0)
大学及以上1 384116(8.4)师生关系好是7 332542(7.4)637.08＜0.01
母亲受教育水平小学及以下1 728257(14.9)34.17＜0.01否1 390425(30.6)
初中4 176428(10.2)学校安全感有6 995455(6.5)752.48＜0.01
高中1 401154(11.0)无1 727512(29.6)
大学及以上1 417128(9.0)校园欺凌有9551(53.7)176.79＜0.01
家庭经济状况差1 611253(15.7)47.62＜0.01无8 627916(10.6)
中等6 282612(9.7)学校归属感有6 221368(5.9)588.59＜0.01
好829102(12.3)无2 501599(24.0)
), ArticleFig(id=1325536283887686522, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325536223091249991, language=CN, label=表1, caption=

不同组别中小学生自杀行为检出率比较

, figureFileSmall=null, figureFileBig=null, tableContent=
组别选项人数自杀行为人数χ2值P值组别选项人数自杀行为人数χ2值P值
性别男4 474447(10.0)11.19＜0.01居住情况与父母同住6 595621(9.4)96.01＜0.01
女4 248520(12.2)仅与父或母亲同住738124(16.8)
年龄/岁10~123 017270(8.9)45.17＜0.01仅与祖辈同住21643(19.9)
13~153 010310(10.3)与父母和祖辈同住1 017141(13.9)
16~182 695387(14.4)其他15638(24.4)
学段小学3 263309(9.5)18.24＜0.01抑郁症状是1 065471(44.2)1 351.44＜0.01
初中1 876203(10.8)否7 657496(6.5)
高中3 583455(12.7)同伴关系好是7 378531(7.2)734.92＜0.01
居住地农村5 170597(11.5)2.730.10否1 344436(32.4)
城市3 552370(10.4)同伴帮助是7 053571(8.1)334.51＜0.01
独生子女是1 275153(12.0)1.260.26否1 669396(23.7)
否7 447814(10.9)同伴信任是6 691510(7.6)349.91＜0.01
父母婚姻状况在婚7 999831(10.4)47.71＜0.01否2 031457(22.5)
非在婚723136(18.8)朋友数量/个017871(39.9)182.84＜0.01
父亲受教育水平小学及以下1 386208(15.0)32.50＜0.011~22 009277(13.8)
初中4 570490(10.7)3~54 068397(9.8)
高中1 382153(11.1)≥62 467222(9.0)
大学及以上1 384116(8.4)师生关系好是7 332542(7.4)637.08＜0.01
母亲受教育水平小学及以下1 728257(14.9)34.17＜0.01否1 390425(30.6)
初中4 176428(10.2)学校安全感有6 995455(6.5)752.48＜0.01
高中1 401154(11.0)无1 727512(29.6)
大学及以上1 417128(9.0)校园欺凌有9551(53.7)176.79＜0.01
家庭经济状况差1 611253(15.7)47.62＜0.01无8 627916(10.6)
中等6 282612(9.7)学校归属感有6 221368(5.9)588.59＜0.01
好829102(12.3)无2 501599(24.0)
), ArticleFig(id=1325536284688798587, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325536223091249991, language=EN, label=Tab.2, caption=

Binary Logistic regression analysis of school climate and suicidal behavior of primary and secondary school students[OR(95%CI), n=8 722]

, figureFileSmall=null, figureFileBig=null, tableContent=
自变量选项模型1模型2模型3模型4
同伴关系好是0.64(0.52~0.81)**0.65(0.52~0.82)**0.68(0.54~0.85)**0.72(0.57~0.91)**
同伴帮助是0.95(0.75~1.19)0.93(0.74~1.17)0.93(0.73~1.17)0.89(0.70~1.13)
同伴信任是0.76(0.61~0.95)*0.75(0.60~0.94)**0.76(0.61~0.95)**0.73(0.58~0.92)**
朋友数量/个1~20.47(0.32~0.66)**0.48(0.33~0.69)**0.52(0.36~0.75)**0.72(0.48~1.09)
3~50.43(0.30~0.62)**0.45(0.31~0.65)**0.49(0.34~0.71)**0.73(0.49~1.09)
≥60.39(0.27~0.57)**0.42(0.29~0.61)**0.44(0.30~0.65)**0.64(0.43~0.98)*
师生关系好是0.61(0.50~0.75)**0.61(0.49~0.74)**0.61(0.50~0.75)**0.66(0.53~0.82)**
学校安全感有0.54(0.43~0.68)**0.55(0.43~0.69)**0.54(0.43~0.69)**0.61(0.48~0.78)**
校园欺凌有5.11(3.21~8.15)**5.49(3.44~8.77)**4.88(3.04~7.82)**2.95(1.80~4.82)**
学校归属感有0.59(0.48~0.73)**0.60(0.49~0.75)**0.61(0.49~0.76)**0.70(0.56~0.88)**
), ArticleFig(id=1325536285133394812, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325536223091249991, language=CN, label=表2, caption=

中小学生校园氛围与自杀行为的二元Logistic回归分析[OR值(95%CI), n=8 722]

, figureFileSmall=null, figureFileBig=null, tableContent=
自变量选项模型1模型2模型3模型4
同伴关系好是0.64(0.52~0.81)**0.65(0.52~0.82)**0.68(0.54~0.85)**0.72(0.57~0.91)**
同伴帮助是0.95(0.75~1.19)0.93(0.74~1.17)0.93(0.73~1.17)0.89(0.70~1.13)
同伴信任是0.76(0.61~0.95)*0.75(0.60~0.94)**0.76(0.61~0.95)**0.73(0.58~0.92)**
朋友数量/个1~20.47(0.32~0.66)**0.48(0.33~0.69)**0.52(0.36~0.75)**0.72(0.48~1.09)
3~50.43(0.30~0.62)**0.45(0.31~0.65)**0.49(0.34~0.71)**0.73(0.49~1.09)
≥60.39(0.27~0.57)**0.42(0.29~0.61)**0.44(0.30~0.65)**0.64(0.43~0.98)*
师生关系好是0.61(0.50~0.75)**0.61(0.49~0.74)**0.61(0.50~0.75)**0.66(0.53~0.82)**
学校安全感有0.54(0.43~0.68)**0.55(0.43~0.69)**0.54(0.43~0.69)**0.61(0.48~0.78)**
校园欺凌有5.11(3.21~8.15)**5.49(3.44~8.77)**4.88(3.04~7.82)**2.95(1.80~4.82)**
学校归属感有0.59(0.48~0.73)**0.60(0.49~0.75)**0.61(0.49~0.76)**0.70(0.56~0.88)**
), ArticleFig(id=1325536285548630909, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325536223091249991, language=EN, label=Tab.3, caption=

Gender stratified Logistic regression analysis of the association between school climate and suicidal behavior of primary and secondary school students[OR(95%CI)]

, figureFileSmall=null, figureFileBig=null, tableContent=
自变量选项男(n=4 474)女(n=4 248)
同伴关系好是0.77(0.54~1.11)0.67(0.48~0.92)*
同伴帮助是0.78(0.53~1.24)0.94(0.68~1.30)
同伴信任是0.86(0.59~1.24)0.66(0.49~0.90)**
朋友数量/个1~20.66(0.36~1.24)0.78(0.45~1.34)
3~50.71(0.38~1.32)0.74(0.43~1.27)
≥60.51(0.27~0.96)*0.84(0.48~1.48)
师生关系好是0.50(0.36~0.70)**0.80(0.60~1.06)
学校安全感有0.66(0.45~0.96)*0.60(0.44~0.84)**
校园欺凌有4.19(2.18~8.03)**1.89(0.86~4.16)
学校归属感有0.83(0.59~1.17)0.62(0.45~0.84)**
), ArticleFig(id=1325536285959672702, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325536223091249991, language=CN, label=表3, caption=

中小学生校园氛围与自杀行为关联的性别分层Logistic回归分析[OR值(95%CI)]

, figureFileSmall=null, figureFileBig=null, tableContent=
自变量选项男(n=4 474)女(n=4 248)
同伴关系好是0.77(0.54~1.11)0.67(0.48~0.92)*
同伴帮助是0.78(0.53~1.24)0.94(0.68~1.30)
同伴信任是0.86(0.59~1.24)0.66(0.49~0.90)**
朋友数量/个1~20.66(0.36~1.24)0.78(0.45~1.34)
3~50.71(0.38~1.32)0.74(0.43~1.27)
≥60.51(0.27~0.96)*0.84(0.48~1.48)
师生关系好是0.50(0.36~0.70)**0.80(0.60~1.06)
学校安全感有0.66(0.45~0.96)*0.60(0.44~0.84)**
校园欺凌有4.19(2.18~8.03)**1.89(0.86~4.16)
学校归属感有0.83(0.59~1.17)0.62(0.45~0.84)**
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校园氛围与中小学生自杀行为的关联
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刘畅 1 , 杨乐 *, 1 , 曲宏飞 2 , 刘悦嘉 1
中国学校卫生 | 心理卫生 2025,46(12): 1754-1759
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中国学校卫生 |心理卫生 2025 , 46 (12) : 1754 -1759
校园氛围与中小学生自杀行为的关联
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刘畅1, 杨乐*, 1 , 曲宏飞2, 刘悦嘉1
作者信息
  • 1山西医科大学管理学院, 太原 030001
  • 2共青团山西省委团校
通讯作者:
杨乐，E-mail：
作者简介:

刘畅(2002-)，女，山西阳泉人，在读硕士，主要研究方向为社会医学与卫生事业管理

Association of school climate and suicidal behavior of primary and secondary school students
Chang LIU1, Le YANG*, 1 , Hongfei QU2, Yuejia LIU1
Affiliations
  • 1School of Management, Shanxi Medical University, Taiyuan 030001, Shanxi Province, China
出版时间: 2025-12-25 doi: 10.16835/j.cnki.1000-9817.2025375
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摘要
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目的

探究校园氛围与中小学生自杀行为的关联，为防范中小学生自杀行为提供参考。

方法

于2024年6—7月，采用分层整群随机抽样方法，对山西省吕梁市、临汾市和大同市的36所学校共8 722名中小学生进行自杀行为和校园氛围问卷调查。通过χ2检验和二元Logistic回归分析校园氛围与中小学生自杀行为的关系，并进行性别分层和交互效应分析。

结果

山西省中小学生自杀行为检出率为11.1%。控制年龄、性别、学段、父母受教育水平、居住情况、家庭经济状况、父母婚姻状况及抑郁症状后，二元Logistic回归分析结果显示，同伴关系好(OR=0.72，95%CI=0.57~0.91)、同伴信任(OR=0.73，95%CI=0.58~0.92)、师生关系好(OR=0.66，95%CI=0.53~0.82)、有学校安全感(OR=0.61，95%CI=0.48~0.78)、朋友数量≥6个(OR=0.64，95%CI=0.43~0.98)和有学校归属感(OR=0.70，95%CI=0.56~0.88)的中小学生自杀行为检出风险较低，遭受校园欺凌(OR=2.95，95%CI=1.80~4.82)的中小学生自杀行为检出风险较高(P值均＜0.05)。性别分层回归分析结果显示，同伴关系好(OR=0.67，95%CI=0.48~0.92)、同伴信任(OR=0.66，95%CI=0.49~0.90)和有学校归属感(OR=0.62，95%CI=0.45~0.84)的女生自杀行为检出风险较低；师生关系好(OR=0.50，95%CI=0.36~0.70)及朋友数量≥6个(OR=0.51，95%CI=0.27~0.96)的男生自杀行为检出风险较低；遭受校园欺凌(OR=4.19，95%CI=2.18~8.03)的男生自杀行为检出风险较高(P值均＜0.05)。交互效应分析显示，同伴支持与学校安全的双重交互可降低中小学生自杀行为风险(OR=0.83，95%CI=0.70~0.99，P＜0.05)。

结论

校园氛围与中小学生自杀行为密切关联，且存在性别差异。中小学校应营造良好校园氛围，以预防学生自杀行为的发生。

自杀  /  行为  /  环境  /  精神卫生  /  回归分析  /  学生
Objective

To explore the association between school climate and suicide behavior among primary and secondary school students, so as to provide recommendations for preventing student suicide in schools.

Methods

From June to July 2024, a stratified cluster random sampling method was employed to conduct a questionnaire survey on suicidal behavior and school climate among 8 722 students from 36 schools in Lüliang, Linfen, and Datong cities, Shanxi Province. The relationship between school climate and suicidal behavior was analyzed using Chi-square test and binary Logistic regression, supplemented by gender heterogeneity and interaction analyses.

Results

The prevalence of suicidal behavior among students in Shanxi Province was 11.1%. After adjusting for age, gender, educational stage, parents' educational level, residential status, family economic condition, parents' marital status and depressive symptoms, binary Logistic regression analysis revealed that peer relationships (OR=0.72, 95%CI=0.57-0.91), peer trust (OR=0.73, 95%CI=0.58-0.92), teacher support (OR=0.66, 95%CI=0.53-0.82), school safety (OR=0.61, 95%CI=0.48-0.78), having more than six friends (OR=0.64, 95%CI=0.43-0.98), and school belongingness (OR=0.70, 95%CI=0.56-0.88) among primary and secondary school students were associated with a lower risk of suicidal behavior (all P < 0.05). Students who experienced school bullying showed a higher risk of suicidal behavior (OR=2.95, 95%CI=1.80-4.82, P < 0.05). Gender-specific analysis revealed that peer relationships (OR=0.67, 95%CI=0.48-0.92), peer trust (OR=0.66, 95%CI=0.49-0.90), and school belongingness (OR=0.62, 95%CI=0.45-0.84) were associated with a lower risk of suicidal behavior suicide behavior in girls; teacher support (OR=0.50, 95%CI=0.36-0.70) and having more than six friends (OR=0.51, 95%CI=0.27-0.96) were associated with a lower risk of suicidal behavior in boys, who experienced school bullying showed a higher risk of suicidal behavior (OR=4.19, 95%CI=2.18-8.03) (all P < 0.05). Interactive analysis revealed that the dual interaction between peer support and school safety could reduced the risk of suicide behavior among primary and secondary school students safety (OR=0.83, 95%CI=0.70-0.99, P < 0.05).

Conclusions

School climate is closely associated with suicidal behavior among primary and secondary school students in Shanxi Province, with gender differences present. Schools should foster a positive school environment to prevent student suicide behaviors.

Suicide  /  Behavior  /  Environment  /  Mental health  /  Regression analysis  /  Students
刘畅, 杨乐, 曲宏飞, 刘悦嘉. 校园氛围与中小学生自杀行为的关联. 中国学校卫生, 2025 , 46 (12) : 1754 -1759 . DOI: 10.16835/j.cnki.1000-9817.2025375
Chang LIU, Le YANG, Hongfei QU, Yuejia LIU. Association of school climate and suicidal behavior of primary and secondary school students[J]. Chinese Journal of School Health, 2025 , 46 (12) : 1754 -1759 . DOI: 10.16835/j.cnki.1000-9817.2025375
正文
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青少年自杀给个人、家庭及社会带来巨大危害，是全球公共卫生的挑战[1]。自杀行为包括自杀意念、自杀计划和自杀尝试[2]。一项研究显示，中学生自杀意念、自杀计划和自杀未遂检出率分别为26.3%，12.6%，5.3%[3]。生态系统理论指出个体发展受多层环境系统影响[4]。校园氛围指学校中被成员所体验并对其行为产生影响的、相对持久而稳定的环境特征[5]，是影响青少年身心发展的重要微系统[6]。根据社会支持理论，良好校园氛围能为学生提供情感、工具和信息支持，促进其心理适应与问题解决能力[7]。既往研究发现，校园氛围与青少年自杀行为相关[8]。积极的校园氛围能减少自杀行为风险[9]；而消极的校园氛围会增加青少年自杀行为风险[10]。本文旨在探索校园氛围与中小学生自杀行为的相关性，为中小学生自杀行为风险的早期识别和干预提供参考依据。
1　对象与方法
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1.1　对象
2024年6—7月，采用分层整群随机抽样方法，将山西省11个市按地理和经济发展水平分为3个区域，采用抽签法每个区域抽取1个市，最终选取吕梁市、临汾市和大同市，每个市抽取2个县；每个县按城乡分层抽取小学、初中各1所，高中2所，不足2所则全部抽取，共36所学校，采用抽签法从四至十二年级每个年级中抽取2个班级进行整群调查，若不足2个则全部抽取[11]，共发放并回收9 410份问卷。排除异常值、缺失值及无效问卷后，纳入8 722份有效问卷，问卷有效回收率92.7%。其中男生4 474名，女生4 248名；小学生3 263名，初中生1 876名，高中生3 583名；年龄10~18岁，平均年龄(13.87±2.41)岁。所有参与者均知情并自愿完成调查，本研究通过山西医科大学伦理委员会批准(批号：2024007)。
1.2　方法
1.2.1　自杀行为
根据以往研究[12]，采用“最近一年，您认真地考虑过自杀吗？”“最近一年，您是否制定过自杀计划？”“最近一年，您是否真正尝试过自杀？”3个条目分别测量自杀意念、自杀计划、自杀尝试，处理为二分类变量(否=0，是=1)。如果受试者对以上3个条目中的任意一个条目回答“是”，则认为存在自杀行为。
1.2.2　校园氛围
校园氛围的测量尚无统一标准，但常基于教师支持、学生支持及自主机会3个维度[13]；也有研究将学校归属感和满意度纳入[14]。本研究采用同伴支持、师生关系、学校安全和学校归属感4个条目测量受试者的校园氛围：(1)同伴支持，包括同伴关系、同伴信任、朋友数量和同伴帮助；分别采用“我觉得我们学校的学生一起玩得很开心”“我信任我在学校的朋友”“在学校，您有几个最好的朋友？”“我可以向学校的朋友寻求帮助”测量；朋友数量采用4分类计分法，0=0个，1=1~2个，2=3~5个，3=≥6个；其余均为二分类条目(0=否，1=是)。将此4个维度得分相加，获得总分0~6分。(2)师生关系，采用“我觉得我们学校的老师和蔼可亲，并给予我们支持”测量；选项为二分类变量(0=否，1=是)。(3)学校安全，包括学校安全感和校园欺凌，分别采用“我觉得在学校我感到很安全”“我在这所学校被欺凌了”测量；两个条目选项均为二分类变量，其中学校安全感为0=无，1=有，校园欺凌为0=有，1=无，总分为0~2分。(4)学校归属感，采用“我觉得我在学校有归属感，就好像这里是自己的归属之地”测量；选项为二分类变量(0=无，1=有)。该问卷的Cronbach α系数为0.744。
1.2.3　控制变量
参考文献[15]，本研究选取性别、年龄、学段、居住地、是否为独生子女、父母婚姻状况、父母受教育水平、家庭经济状况、居住情况及抑郁症状作为控制变量。抑郁状况采用患者健康问卷-9(Patient Health Questionnaire-9, PHQ-9)测量[16-17]。该量表适用于中小学生[16]，共有9个条目，采用Likert 4点计分法(0~3分)，总分为0~27分，分数越高表示抑郁程度越高，≥10分认为存在抑郁症状[18]。本研究中该量表的Cronbach α系数为0.927。
1.3　质量控制
按照统一方案与流程，采取以线上填答问卷，线下集中组织收集问卷的形式开展调查工作，开展过程中由调查员进行监督指导并实时答疑。调查前，培训并考核工作人员，合格后上岗；调查中，调查员全程监督指导，确保调查对象独立作答并实时答疑；调查后，质控员核查问卷，确保数据准确完整。线上问卷于各校机房施测，学生在指定时间内作答。答题前，页面展示匿名与保密声明，并通过单设备单次提交等方式保证质量。经清洗，排除填答时间过短、逻辑矛盾、关键信息缺失等无效样本。
1.4　统计学分析
采用SPSS 26.0软件进行数据分析，符合正态分布的计量数据以(x±s)表示；计数资料以频数和百分率/构成比表示，使用χ2检验进行组间比较。构建二元Logistic回归模型，分析中小学生校园氛围与自杀行为的相关性及性别异质性，并进一步进行性别分层和交互效应分析。在交互效应分析时对校园氛围包括同伴支持、师生关系、学校安全、学校归属感总分进行均值中心化处理，以减少多重共线性。检验水准α=0.05。
2　结果
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2.1　中小学生自杀行为检出情况
中小学生自杀行为检出率为11.1%(967名)。不同性别、年龄、学段、父母婚姻状况、父母受教育水平、家庭经济状况、居住情况及是否有抑郁症状中小学生自杀行为检出率差异均有统计学意义；校园氛围各变量组间比较结果显示，中小学生自杀行为检出率差异均有统计学意义(P值均＜0.05)。见表1。
2.2　中小学生校园氛围与自杀行为的二元Logistic回归分析
以中小学生是否存在自杀行为(否=0，是=1)作为因变量，以朋友数量、同伴关系好、同伴帮助、同伴信任、师生关系好、学校安全感、学校归属感、校园欺凌为自变量进行二元Logistic回归分析，模型1无任何控制变量；模型2在模型1的基础上增加一般人口学变量(年龄、性别、学段)为控制变量；模型3在模型2的基础上增加父母受教育水平、居住情况、家庭经济状况和父母婚姻状况为控制变量；模型4在模型3基础上增加抑郁症状为控制变量。结果显示，同伴关系好(OR=0.72)、同伴信任(OR=0.73)、朋友数量≥6个(OR=0.64)、师生关系好(OR=0.66)、有学校安全感(OR=0.61)和学校归属感(OR=0.70)的中小学生自杀行为发生风险更低，遭受校园欺凌的中小学生(OR=2.95)自杀行为发生风险更高(P值均＜0.05)。见表2。
2.3　中小学生校园氛围与自杀行为的性别分层分析
调整年龄、学段、父母受教育水平、居住情况、家庭经济状况、父母婚姻状况及抑郁症状后，Logistic回归分析结果显示，朋友数量≥6个(OR=0.51)、师生关系好(OR=0.50)及校园欺凌(OR=4.19)仅与男生自杀行为关联有统计学意义；同伴关系好(OR=0.67)、同伴信任(OR=0.66)、有学校归属感(OR=0.62)仅与女生自杀行为关联有统计学意义；学校安全感与男生和女生自杀行为关联均有统计学意义(OR值分别为0.66，0.60)(P值均＜0.05)。见表3。
2.4　中小学生校园氛围与自杀行为交互效应分析
以中小学生存在自杀行为(否=0，是=1)作为因变量，以经过均值中心化的同伴支持、师生关系、学校安全和学校归属感为自变量，控制性别、年龄、学段、父母教育水平、居住情况、家庭经济状况、父母婚姻状况及抑郁症状后，采用Logistic回归模型进行交互效应分析。结果显示，主效应中同伴支持(OR=0.55，95%CI=0.40~0.77)、师生关系(OR=0.34，95%CI=0.13~0.89)、学校安全(OR=0.20，95%CI=0.08~0.54)均与中小学生自杀行为呈负相关(P值均＜0.05)；交互效应中，同伴支持与学校安全交互(OR=0.83，95%CI=0.70~0.99)与中小学生自杀行为风险降低相关(P＜0.05)。
3　讨论
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本研究表明，山西省中小学生自杀行为检出率为11.1%，低于既往研究[19]，且女生自杀行为检出率(12.2%)高于男生(10.0%)。可能由于女性在青春期更容易受到情绪影响，产生内化行为；而男性则相反[20]。校园氛围中，除同伴帮助外，其余变量均与中小学生自杀行为相关。
在同伴支持方面，与同伴关系好、信任同伴及朋友数量≥6个的中小学生自杀行为风险较低。既往研究发现，同龄人支持水平高的学生，解决问题能力和学习成绩更好，可以减少自杀风险[21-22]。当学生与同伴互动困难、缺乏合作、难以融入集体时，自杀风险增加[23]。本研究显示，良好的同伴关系、同伴信任仅与女生自杀行为关联，朋友数量≥6个仅与男生自杀行为关联。女性对同龄人依恋性更强[24]，遇到困惑时常向周围人倾诉和寻求帮助。而男性为了展现自己的男子气概，通常不会寻求外界帮助[25]。有研究表明，随着朋友数量增加，自杀行为会减少，并且对男生自杀行为影响更大[22]。
在师生关系方面，与既往研究一致，教师支持是学生自杀行为的保护因素[26]，感知到教师支持的学生自杀行为检出率更低。师生关系良好的学生学业成绩更好[27]，负面情绪较少，心理健康水平更高，有利于减少自杀行为的发生[28]。此外，教师支持能促使学生遇到问题主动求助[29]，减少孤独感和抑郁症状[30]，从而降低自杀风险。从性别差异看，教师支持对男生积极影响更大，其更依赖外部认可来获得自我效能感与积极情绪[31]。
在学校安全方面，有学校安全感的学生自杀行为检出率低于无安全感的学生。校园欺凌是自杀行为风险因素，欺凌受害者内心往往更加脆弱敏感，会产生焦虑、抑郁等不良心理状态[32]，甚至出现自杀倾向[33]。研究表明，欺凌受害者自杀行为发生率高于未遭受欺凌学生[34]。男生卷入校园欺凌风险高于女生，且多以身体欺凌为主，更易出现抑郁症状[35]，从而发生自杀行为的概率更大。
在学校归属感方面，有学校归属感的学生自杀风险更低。与以往研究一致，学校归属感可促进学生情绪稳定和提高复原力，减少焦虑和抑郁，进而减少自杀行为的发生[36]。一项纵向研究显示，学校归属感可以提高学生学习成绩，减少不良情绪发生[37]。此外，本研究发现，学校归属感仅与女生自杀行为呈负相关。受传统性别角色影响，男生从小被鼓励发展竞争、独立的个性，而女生被鼓励注重人际和谐和情感表达，这种差异可能使男生很少主动表达归属需求[38-39]。
本研究发现，同伴支持与学校安全对中小学生自杀行为存在交互效应，两者共同存在时保护效应更强。符合生态系统理论，即个体发展受到多层次环境交互影响[4]。同伴支持有助于减少欺凌，提高学生安全感，而安全的环境又使同伴支持更好地发挥保护作用，从而降低学生自杀风险。
综上所述，阶段-环境匹配理论强调环境需与个体发展阶段相匹配[40]，青少年健康成长需要信任、温暖、支持的环境，未来应重视积极的校园氛围对预防和干预中小学生自杀行为的重要作用，关注性别差异，制定针对性政策，提高青少年的心理健康水平，减少中小学生自杀行为的发生。
本研究的局限性在于横断面研究无法推断变量间因果关系，未来研究可采取追踪调查；数据采用自我报告方式收集，可能存在回忆偏倚；样本来自山西省，结论外推可能受限，未来研究可基于更广泛的地域进行调查。
基金
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  • 山西省大健康产业高质量发展科研专项课题项目(DJKZXKT2023225)；山西省高等教育“百亿工程”科技引导专项项目(BYSK009)；2020年度山西医科大学博士启动基金项目(XD2042)
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2025年第46卷第12期
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doi: 10.16835/j.cnki.1000-9817.2025375
  • 接收时间：2025-07-30
  • 首发时间：2026-11-06
  • 出版时间：2025-12-25
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  • 收稿日期：2025-07-30
  • 修回日期：2025-10-09
基金
山西省大健康产业高质量发展科研专项课题项目(DJKZXKT2023225)；山西省高等教育“百亿工程”科技引导专项项目(BYSK009)；2020年度山西医科大学博士启动基金项目(XD2042)
作者信息
    1山西医科大学管理学院, 太原 030001
    2共青团山西省委团校

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鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
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