Anomiic Suicide

Anomic and Egoistic Suicide
According to a research study produced by Yale University, bullying victims are two to nine times more likely, to consider suicide than non-bullied victims; resulting in suicide being the third leading cause of death among adolescents (Bulling & Suicide, 2015). Teenagers within Anoka-Hennepin school district were segregated from the collective school body in essence. Collectively, students, staff, teachers, and other faculty members were coerced to make “homosexuals” feel as if they did not belong. Students were allowed to physically as well as, emotionally abuse other students. These students were seen as non-conforming individuals whom voided societal norms. Through this essay and the works of Emile Durkheim,
When one school district had decided that their policy of teaching homosexuality in sex-ed classes was imposturous, because it generated the idea homosexuality was okay. The school created a new policy in which bashed students whom were gay and those whom were perceived as being gay. Their policy “No Homo Promo” created hostility among the student body. It allowed for all bullying to be overlooked, ignored, and also reinforced the idea teachers could not teach certain subjects. According to the article, “teachers were not allowed to mention gays in any context” (Erdely, 2012). Ultimately, this policy led to nine students committing suicide because, they could not take societal pressure any longer. This group of adolescents wanted society to accept them as being normal individuals. Eventually, the school allowed an organization (referred to as GSA) to be created which, allowed for students whom were homosexual to have a place to go to feel safe. As stated in the article, “I joined the GSA cause I wanted to be just like her. I wanted to be nice and – loved” (Erdely,
Individuals in society whom “lack integration” are more likely to be vulnerable to suicidal tendencies (Applerouth and Edles 2012). More than anything, this particular group of adolescents wanted to be socially accepted. Many often questioning, “Why don’t these kids like me?” They wanted people to understand them and be “free from judgement (Applerouth and Edles 2012).” However, collectively as a social group, individuals within this school district had decided homosexuality was not accepted nor was it acceptable in society. Durkheim explained this idea as being the construct of egoism. For example, the school held an anti-gay ministry, “whose mission is to usher gays to wholeness […] by converting them back to heterosexuals” (Erdely, 2012). Students also paraded in the halls preaching homosexuality was a sin; wearing BE HAPPY, NOT GAY t-shirts. Durkheim theorized societies are cohesive due to the two types of solidarity- mechanical and organic. He notes individuals in modern day society participate in organic solidarity which allow for individuals to create their own sense of individualism- such as interest and life-style choices. “Whoa, wait! A quite boy shouted. I am positive, I am gay. Justin said (Erdely, 2012).” As, Durkheim explains, through his work he reveals suicide is