Work

“Thrown in the deep end”: a qualitative study of barriers secondary school staff encounter when addressing self-harm

Year: 2025

Type: article

Abstract: BACKGROUND: Self-harm is highly prevalent among young people yet remains misunderstood and stigmatised in schools and among pupils. Schools are positioned to first detect self-harm but are ill-equipped to respond or support. Despite these concerns, studies exploring the management of self-harm in schools from staff perspectives are limited. METHODS: Therefore, the current study explored experiences of secondary school staff when addressing self-harm in schools through a Thematic Analysis of semi-structured focus groups. RESULTS: Analysis revealed an overarching theme-addressing self-harm in schools is a systemic issue that requires governmental, institutional, and interpersonal support. Two main themes and five subthemes were identified within this overarching theme. CONCLUSIONS: Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm.

Source: BMC Public Health

DOI: 10.1186/s12889-025-22826-w

Authors: Hay Wing Charlotte Chan, Tamsin Ford, Astrid Janssens, Joanna Anderson, Jeff Gavin, Abigail E. Russell

Institutions: University of Bath, University of Cambridge, University Medical Center Utrecht, University of Exeter

Language: English

Topic: Suicide and Self-Harm Studies

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: gold

Estimated APC paid: $3,290