The purpose of the current study is to investigate social support (from parents, classmates, teachers, and close friends) as a protective factor in the association between depression and suicidal ideation.Data on students' levels of social support, depression, and suicidal ideation were collected from 399 9th-grade students using the Child and Adolescent Social Support Scale (CASSS), the Children's Depression Inventory, 2nd Edition Short Version (CDI 2), and the Suicidal Ideation Questionnaire -Junior Version (SIQ-JR). Results of hierarchical linear regressions indicated parent, classmate, and close friend social support buffered the association between depression and suicidal ideation. Close friend social support as a buffer appeared to be more robust for girls. Implications concerning these findings are discussed. K E Y W O R D Sadolescents, depression, social support, suicidal ideation Suicide prevention and intervention efforts recognize suicide as a continuum of behaviors, with suicidal ideation on one end of the spectrum, followed by suicidal intent, suicidal attempt, and finally death by suicide at spectrum's end (Mazza, 2006). In a national survey within the United States, about 17% of high-school students reported seriously contemplating suicide, 13% also reported they had created a plan, and about 8% attempted taking their own life within the last year (Centers for Disease Control and Prevention, 2014). Data indicate that approximately one-third of adolescents who contemplate or ideate about suicide attempt suicide (Nock et al., 2013). Prevention and intervention efforts may be informed by research focusing on the initial end of the spectrum of suicidal behaviors-suicidal ideation. It is important that research examines risk factors of potential suicidal ideation such as depression, and investigates potential protective factors. Thus, the current study investigated the role of social support as a potential protective factor in the association between self-reported symptoms of depression and suicidal ideation. 490

Grit has been defined as passionate perseverance toward long‐term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group‐level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed.

The purpose of the current study was to investigate whether student perceptions of school climate were associated with traditional and cyber bullying participant behaviors over the course of a school year. Additionally, gender was explored as a moderator in the associations between school climate perceptions and bullying participant behaviors. Data were collected from 870 6th through 8th grade middle school students using the Bullying Participant Behaviors Questionnaire (BPBQ;

The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students’ victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through eighth-grade students utilizing self-report measures. Results indicated for both boys and girls a significant negative association between peer victimization and school engagement. Furthermore, a significant indirect effect of rumination and depression symptoms was evident for both boys and girls, but these effects were more robust for girls. Furthermore, the direct relation between depressive symptoms and school engagement was stronger for girls. Implications of these findings are discussed.

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