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A psychological autopsy of an18-year-old male with dual exceptionalities contributes to our understanding of suicide among students with gifts and talents. Using four theories and models of suicide and research on the lived experience of students with gifts and talents, a comprehensive analysis of this adolescent’s life offers implications for future suicide prevention among these students. Schools that are unprepared for exceptional students (gifted and/or 2e) may contribute to students’ distress. Professional development and adequate resources focused on the unique needs of exceptional students will promote a responsive environment for students’ positive psychosocial development. Parents, educators and counselors need information and strategies for responding to community members in distress. Such knowledge can foster the necessary positive attitudes toward evidence-based treatment for conditions that affect wellbeing. The importance of limiting access to lethal means among persons in distress cannot be overstated.

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Roeper Review

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This is the accepted manuscript version of this article.