An Ecosystemic Autopsy of School Bullying and Adolescent Suicide: Multi-Level Analysis and Reform Recommendations

Abstract

This study conducts an ecological autopsy of the Jinjiang “3·24” school bullying and suicide incident, aiming to examine how multiple layers of ecological systems, family, school, peer relationships, socio-cultural factors, and developmental changes, interact to influence the psychological well-being of adolescents and contribute to the heightened risk of suicide. Using Bronfenbrenner’s ecological systems theory as the theoretical foundation, the research identifies key systemic failures at each level. The lack of emotional support from family, insufficient intervention from schools, and ambiguous policies on bullying and mental health were all contributing factors. Moreover, socio-cultural expectations around academic success, self-reliance, and “face” led to emotional suppression, while the developmental challenges of early adolescence, such as identity formation and the transition to middle school, further exacerbated the student’s vulnerability. These systemic failures, in combination, led to a compounded risk of psychological distress and, ultimately, suicide. Although the study reveals significant gaps in prevention and intervention, limitations in available data hinder a more detailed analysis. The findings underscore the importance of creating a comprehensive, coordinated mental health framework within schools and communities to reduce the risk of such tragedies in the future.