While this trend is deeply concerning for the general population, it is even more alarming for young adults living with intellectual and developmental disabilities (IDD) – a group long overlooked in suicide prevention efforts.
Research by Florida Atlantic University and collaborators, published in the journal Current Psychology, sheds light on the growing concern of suicidality among young adults with IDD and the significant gaps in existing public health responses. Researchers conducted an extensive review of the literature to explore the elevated risk factors, theoretical frameworks, and practical prevention strategies urgently needed to address suicide in this vulnerable population.
“For too long, there has been a misconception that individuals with IDD are somehow protected from suicidality due to perceived cognitive limitations,” said Alexander M. Fields, Ph.D., senior author and an assistant professor of counselor education within FAU’s College of Education. “However, emerging data clearly shows that young adults with IDD may actually face heightened suicide risk due to social isolation, abuse, trauma and limited access to appropriate care and education.”
The researchers identify multiple contributing factors that may elevate suicide risk for individuals with IDD, including:
Lack of access to education or employment opportunities High rates of trauma, abuse and bullying Increased dependence on caregivers Impulsivity and emotional dysregulation Social exclusion and stigma A key barrier to effective prevention is diagnostic overshadowing, where symptoms of mental health disorders are misattributed to a person’s disability, leading to underdiagnosis or misdiagnosis of suicidal ideation. Moreover, standard suicide screening tools are often developmentally inappropriate for individuals with IDD, further compounding the issue.
To bridge this critical gap, the research draws upon two theoretical models – the Behavioral Pathway Model (BPM) and the Suicidal Barometer Model (SBM) – to propose a more inclusive approach to assessing and managing suicide risk in this population. These models were illustrated using a fictional case study of “Anthony,” a 21-year-old with autism and mild intellectual disability, demonstrating how structured frameworks can guide real-world prevention strategies.
“Our goal is to equip caregivers and helping professionals with practical tools and knowledge to identify warning signs, conduct effective assessments and implement targeted interventions,” said Fields. “This includes training on communication strategies, appropriate use of adapted assessment tools, and recognizing that signs of suicidality may present differently in people with more severe disabilities.”
The researchers also discuss policy and public health recommendations for supporting young adults with IDD, including:
Training health care providers on IDD-specific suicide risk factors Developing and validating screening tools sensitive to cognitive and communicative differences Ensuring crisis hotlines and emergency services are accessible and tailored to individuals with IDD Establishing community-based support networks to reduce stigma and isolation Funding additional research to develop inclusive and evidence-based interventions This call to action is particularly urgent as mental health service access continues to lag for the IDD population, even as suicide risk rises. The researchers advocate for increased investment in both clinical and public health infrastructure to support long-term prevention efforts.
“Effective suicide prevention for young adults with IDD demands more than adapting existing models – it requires a wholesale reimagining of how we assess, support and protect these individuals,” said Fields. “From school-based interventions to health care provider training, every level of the system needs to be part of the solution.”
This research marks a significant step forward in suicide prevention research by prioritizing the needs of individuals who are too often left out of the conversation. With continued attention, collaboration and innovation, the researchers believe it is possible to turn the tide and build a more inclusive mental health support system.
Study co-authors are Olivia J. Lewis, Ph.D., Oregon State University; Rebecca B. Smith-Hill, Ph.D., University of South Carolina; Megan Reynolds, Ph.D., Viriginia Commonwealth University; Rachel Gilreath, Ph.D., University of Wisconsin – Oshkosh; and Madeline Castle, Ph.D., Mississippi State University.
- FAU -
About the College of Education:
In 1964, Florida Atlantic University’s College of Education became South Florida’s first provider of education professionals. Dedicated to advancing research and educational excellence, the College is nationally recognized for its innovative programs, evidence-based training, and professional practice. The College spans five departments: Curriculum and Instruction, Educational Leadership and Research Methodology, Special Education, Counselor Education, and Communication Sciences and Disorders, to prepare highly skilled teachers, school leaders, counselors, and speech pathologists. Faculty engage in cutting-edge research supported by prestigious organizations, including the National Science Foundation, the U.S. Department of Education, and the State of Florida.
About Florida Atlantic University:
Florida Atlantic University, established in 1961, officially opened its doors in 1964 as the fifth public university in Florida. Today, Florida Atlantic serves more than 30,000 undergraduate and graduate students across six campuses located along the Southeast Florida coast. In recent years, the University has doubled its research expenditures and outpaced its peers in student achievement rates. Through the coexistence of access and excellence, Florida Atlantic embodies an innovative model where traditional achievement gaps vanish. Florida Atlantic is designated as a Hispanic-serving institution, ranked as a top public university by U.S. News & World Report, and holds the designation of “R1: Very High Research Spending and Doctorate Production” by the Carnegie Classification of Institutions of Higher Education. Florida Atlantic shares this status with less than 5% of the nearly 4,000 universities in the United States. For more information, visit www.fau.edu.
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