Suicide among school going adolescents is a way up phenomenon today. It is shocking to hear that within a very short period a number of students have committed suicide in the school premises itself. It reflects a change in contemporary values and educational mismanagement practices. Such changes are seldom totally comfortable, either for the schools or for society experiencing them.

In the last two decades there has been burgeoning of research in this field. These have recognized the emotional development problems that has resulted from social, educational’, psychological problems prevalent in schools today. Development is a lifelong set of human existence from birth to death. This development combines growth, maturation and learning. It is influenced by environmental factors and development processes must be understood within that context.

Early adolescent (ages 12 to 14) is known as a crucial and painful stage in human development. The drastic physiological changes of puberty cause a profound disequilibrium in the life of the early adolescence. At the same time adolescents are confronted with a frightening new cluster of role expectations, that are often ambiguous and about which they may be ambivalent. In early adolescence the peer expectation begin to shape the youngster’s behaviour to ever increasing degrees. Peer expectations begin to carry more weight than family or school expectations often putting the adolescent in a position of acute choice activity. Adolescents are also beginning to become involved in heterosexual relationships. Certainly this most crucial phase of this process in early adolescent is the development of sexual identity. The resulting coping behaviour that need to be learned at the time are social behaviour, sex-appropriate behaviour and achievement oriented behaviour.

In the face of an emotional crisis they explore with anger or resort to suicide. Since many lack the requisite experience of reasoning, appeals are more often made through emotions. Students react to emotions rather than rational thinking, the fatal hanging of girls and boys within the school premises in a lavatory are common happenings of the day.

The visual and the electronic communication systems equally contribute to this painful embarrassing situation and the school has been transferred to a chaotic in administered institution. It is a violation of a moral right. The principal, staff and prefects are sometimes unflinchingly ruthless in some cases the individual in subjected to open criticism rebute and humiliation and action in the presence of all.

An inadequate handling of emotional reactions can be a contributing factor to both mental disorders and suicide. Psychologists have been concerned with the role of such neurophysiological processes on activities of the brain endocrine systems and autonomic nervous systems. The most successful psychological models of emotion view the neurophysiological experiential, and expressive components of emotional experiences as interacting closely with each other.

Sociologists profess that socialization not only regulates behaviour, but also supplies the context within which individuality, self-awareness values and goals can develop. These socialisation factors can never be completely separated from these that lead to conformity mediocrity and other directions. Research has made it clear that parents’ neglect rejection and lack of love are likely to have serious detrimental effect on his early development and later competence.

The generation gap is yawning, but the most disturbing to parents are the casual sexual mores that young people are adapting. So have notions of using a mobile telephone and familiar relationships. This long barranged may appear irrelevant. School principals should take responsibility by organizing a very effective management structure for the condition of the school.

Education, is not just something that happens in the head. It involves our muscles, our senses, our hormonal defenses, our total biochemistry. Nor does it occur solely within tile individual. Education springs from the interplay between the individual and a changing environment. When we introduce change, high level of novelty to the environment we create a totally new relationship between the limited reality of the classroom and the larger reality of life. As the rate of change alters technological social and moral realities, we are also forced to test them more frequently against the realities they are supposed to represent or explain.

Students learn best when they are highly motivated to do so and despite a great deal of mythology to the contrary, the motivation rarely comes from ‘inspired teachers" or ‘well designed texts’ alone. So long as students are cut from the surrounding society, and kept in an interminably prolonged adolescence many are de-motivated. As a result the classroom has transcended to be "a hotbed for breeding neuroses". A girl in particular encounters a barrages of condition. The better her personating resources, the more stress she can with stand; the more severe the stress, the better the resource she needs if share is to cope adequately with it.

In suicidal behaviour of these cases - the actual cause of the behaviour is generally considered to be loss of self-esteem and failure to live up to parental expectations. For most suicidal students. The precipitating stress appears to establish, on the loss of a close interpersonal relationship. In none of these cases which occurred in School the students have not planned suicide. Suicide is most succinctly depend in terms of intention and outcome. True suicides involve individuals who intend to kill themselves and who actually do so. Outcomes are obvious - the individual either survives or dies intention are not easily recorded. Some suicide cases in Sri Lanka society quite clearly indicate lethal intention, a jump from the roof of a high building or the taking of a few extra sleeping pills immediately followed by a telephone call to friends informing them of the action or a superficial cutting of the wrist, just as the spouse’s car is pulling into the garage, seem to suggest less than lethal intent. In countries of the west, there are (Centres for such cases) on a telephone messaging who immediately arrive at the house and take immediate action.

Life could be simple indeed if one’s biological and psychological needs were automatically gratified. But as we know, there are many obstacles, both environment and personal that may interfere. Such obstructs place adjustive demands on the individual that sometimes lead to serve stress.

Relaxation and arousal are not the poles of a simple poles of a simple continuum, they involve an intricate balance of nervous system and hormonal factors. Contact with a stressor stimulate system of the hypothalamus, the cerebral cortex, reticular formation, the limbic system, the autonomous nervous system and the endocrine system. This complex physiological response marshals the body’s full energy resources almost instantly. It does so without conscious preparation which would waste precious time when action and not reflection is in order.

A stressor is anything injurious to the organism whether physical (such as inadequate food, lack of sleep, disease, body injury) or psychological (such as loss of love, rebute, blow to self esteem or personal security). When stress is chronic, when we have been exposed of a love affair and suffer a blow to self esteem or misunderstood, and we believe the future won’t be any better, then for some suicide becomes an alternate strategy for adaptation. The unexpected loss of a loved one, or a strong feelings of life’s injustice coupled with a sense of powerlessness to strong any control can become a precondition of suicide.

Direct psychological research on suicide suggest therefore investigation of antecedents and psychological dynamics of suicide, we can learn much that may help us understand the flight for living by studying the cases in detail. They are a strong feeling of life’s injustice, misconceptions about the stage of early adolescence, overstrict parental attitude, a sense of powerlessness to exert. These points up the importance of psychological social and physiological development of adolescence and the failure of the school management structure in dealing with such cases, not to be utilizing their knowledge or their intellectual, administrative and management skills.

It is high time we adopted a wholly positive approval to sex education, instead of grudgingly throwing a few fit bits of information in an atmosphere of moral gloom. We should also teach about the sexual mores of our society and of other societies. Bertrand Russel assert "The right rule is simple, until a child is nearing the age of puberty teach him or her no sexual morality whatever, and carefully avoid instilling the idea that there is anything disgusting in the natural bodily functions. As the time approaches when it becomes necessary to give moral instruction, be sure that it is rational and that at every point you can give good ground for what you say."

Many researchers agree that human sex is sustained and directed much more by stimuli the individual has learned to perceive by his own self-directed imaging, than by biological needs., as sex is neither an instinct nor a biological need, on the analogy with hunger and thirst. Thus it is misleading to see sex in human beings as a-simple response to a biological need. Profession F.A. Beach, one of the most distinguished of reaches in the sexual behaviour, puts the point forcibly. Many researches confirm that no genuine tissues are destroyed by sexual abstinence of religions people living in isolation in forests. This proved that it is neither an instinct or a biological need. If sex is to be fully human and personal, it aught to be linked with affection, tenderness and awareness of the feelings of guilt and obligation may destroy the ties with affection as effectively as conditioning it to cruelty disgust and even-suicide. D. H. Lawrence fulminated against sex is sustained and directed much more by stimulus the individual has learned to perceive as arousing, and by his own self-directed imaging than by physiology. Thus -it is misleading to see sex in human beings as a simple response to biological need. It is worth mentioning that Albert Bandara and Richard Walters, found that youths had a history of conflict with their parents, associated sexual arousal with aggressive feelings. Among other youths sexual arousal was coupled with tender feelings. These should the decising factor for understanding the misunderstood facts about the behaviouring of students in a school setting. It is in harmony with much everyday observations and it has certain social implications.

A broad-based sex-education programme including factual information attitude manipulation practice and counselling in relationships can have major behaviour consequences.

These have recognized the emotional development problems prevalent in our schools today. The role of the school counsellor should be recognized in an attempt to help individuals cope with these problems. We should present a broad view of the foundation, theories and practices of counselling The abandonment of the school counselling is our schools has unquestionably resulted in this bitter crisis of unwanted suicide among students.

Do we effectively develop and utilize the resources of our school children. The energy idealism and intelligence of children are the prime resource of each nation. Almost all individuals run into difficulties in the process of growing up. Few completely achieve all of their development tasks, and the various unique expectations and requirements imposed on them by significant parents, principals, staff and others often lead to problems. Certain inconsistencies on the part of significant others can result in children learning behaviour patterns that are inefficient, ineffective, or both. Counselling Service will contribute to enhancing coping skills. This should be the role that schools should play. They should facilitate behaviour change, improve the student’s ability to establish and maintain relationships, promote the decision making process.

Any teacher in the school cannot act as a counsellor. They should be professionally qualified. In their professional behaviour professional knowledge and specific counselling skills and commitment to individual human values. The single source of ethical dilemma in counselling results from questions of confidentiality. The requisite aspect of having a room exclusively for counselling must be there in the school.