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

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.