Tim Luckhurst, reporting on the tragic death of 16-year-old Amel Guedroudj (Death of a schoolgirl, May 9), refers to Amel's "decision to take her own life". That Amel is lost to us all is stark reality, but the suggestion that this is as a result of a 'decision' she made is questionable.

It is true that a sailor who drowns alone at sea in a fierce relentless storm may have decided to seize the opportunity to end what he perceives to be an unhappy existence - but we are far more likely to conclude (and it is far more likely to be the truth) that this death is the tragic 'consequence' of the sailor's inability to cope with the destabilising effect of the storm's onslaught.

Many of us have already gained first hand experience of this 'destabilising effect' - the turbulence that powerful negative emotions can create within our inner life of feeling. It may have begun with the break up of a relationship or the death of a loved one but in each case the result is the same: we are damaged. Some people survive this damage. Some survive and become stronger. Others, like Amel, are less fortunate.

Perhaps the sailor could have survived if he had been better prepared and properly trained by someone qualified to advise him. If this teacher had made him aware of the difficulties that he could possibly encounter on his journey and had given him the tools to decide for himself which actions to take in the face of any danger (or perceived danger) the sailor would certainly have set off with the confident belief that he could reach his destination safely under the power of his own self determination - and this belief would be founded on definite knowledge. The teacher would also be confident that he had fulfilled his responsibility towards his pupil.

Doctors feel that they are fulfilling their responsibility when they give the MMR jab to babies in their care. They do not, of course, believe that every child they treat will go on to catch measles, mumps and rubella - but the ones that do will perhaps be protected. It is a pre-emptive measure.

Similarly a teacher facing a class of 30 children cannot know which of his pupils may go on to face an emotional upheaval that will result in a possible suicide, but on the evidence of statistics (it was reported in the Guardian in February of this year that 2 young people commit suicide everyday in the UK and Ireland) he is entitled to assume that they are all potentially at risk. Unlike doctors, however, teachers cannot administer an 'educational vaccine' to protect children from the threat of contracting 'suicide.' Or can they?

In Worcestershire the Education Authority has taken a positive lead in introducing the teaching of CoRT Thinking Skills* to children in schools. Through these lessons children quickly develop self-esteem and discover that through thinking they can change their own perceptions and therefore exercise control over their emotions. With a balanced mood they are able to cope with, and organise, life. Instead of being adrift at sea they feel that they are in control of their own vessels and are free to pursue their own course. Apparently the suicide rate among young people in Worcestershire is significantly lower than elsewhere in the UK. A coincidence? There is a mounting body of evidence (that has been growing for over 30 years) that it is not. How many more articles do we need to read about teenagers like Amel Guedroudj before we take this information seriously?

PK Scott

* The CoRT Thinking Programme was developed by Dr Edward de Bono and first published in 1974. Details of this programme are available elsewhere on this website.