Development and Evaluation of an eLearning Training Module to Improve United Kingdom Secondary School Teachers’ Knowledge and Confidence in Supporting Young People Who Self-Harm

Price, Claire; Satherley, Rose‐Marie; Jones, Christina; John, Mary

doi:10.3389/feduc.2022.889659

Cited by 2 publications

References 19 publications

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A self-harm awareness training module for school staff: Coproduction and user testing study (Preprint)

Burn,

Gains,

Anderson

2024

Preprint

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BACKGROUND The increasing prevalence of self-harm among adolescents is a significant public health concern. School staff are often the first professionals to notice when a young person is self-harming and are in a unique position to intervene and offer support. However, research indicates that many school staff feel ill-equipped and lack confidence in how to respond. Negative or dismissive responses may discourage young people from seeking further help. There is an urgent need for targeted training interventions to equip school staff with the skills and knowledge necessary to support students who self-harm. OBJECTIVE To coproduce a self-harm awareness e-learning module for school staff in the UK. METHODS The e-learning module design and development was guided by a person-based approach over 3 participatory design cycles: (1) coproduction sessions with experts in mental health, self-harm and schools-based training; (2) workshops with school staff to co-produce the e-learning module components and to explore their views about supporting students who self-harm; and (3) user testing of the prototype and focus groups with school staff to explore acceptability and feasibility. Data were thematically analyzed using the framework method. RESULTS Training content, videos and quizzes were developed in collaboration with a panel of experts. Coproduction workshops with school staff informed the prototype module design, structure and scripts for the training content and filmed scenarios, as well as highlighting potential barriers and facilitators to implementation. User testing of the prototype provided high usability ratings demonstrating high levels of acceptability. Analysis of the qualitative user testing data generated 4 themes: (1) Usability; (2) Content and design; (3) Feasibility; and (4) Views about how training improved knowledge and confidence. CONCLUSIONS The SORTS e-learning module was developed to enhance school staff’s knowledge and confidence in responding to self-harm. It was created using a user-centered design and a person-based approach and underpinned by psychological theory. Initial findings indicate that the training is acceptable and feasible. Further research will involve a mixed methods pilot feasibility study to assess the effectiveness of the program. This will provide the necessary evidence for a large-scale roll out to schools.

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A self-harm awareness training module for school staff: Coproduction and user testing study (Preprint)

Burn,

Gains,

Anderson

2024

Preprint

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Non-Suicidal Self-Injury among Adolescents: Effect of Knowledge, Attitudes, Role Perceptions, and Barriers in Mental Health Care on Teachers’ Responses

Levkovich,

Stregolev

2024

Behavioral Sciences

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Background: Non-suicidal self-injury (NSSI) involves the deliberate harm of one’s body without the intent to commit suicide and is particularly concerning among adolescents. Teachers play a critical role as gatekeepers in identifying and addressing self-harm, underscoring the importance of their knowledge and response strategies in this area. This study explored how teachers’ knowledge, attitudes towards NSSI, perceived roles, and workplace barriers affect their responses to students exhibiting NSSI behaviors. Methods: A cross-sectional survey was conducted among 203 middle and high school teachers in Israel. Data were collected during July and August 2023 using six validated questionnaires. Results: Higher levels of teacher knowledge, positive attitudes, and strong role perceptions correlated with more effective responses to NSSI, whereas increased workplace barriers tended to diminish response efficacy. Positive correlations emerged between role perception and both knowledge and attitudes, whereas negative correlations emerged between workplace barriers, attitudes, and role perceptions. Teaching experience moderated the impact of role perception and workplace barriers on responses. Significant differences were observed between regular and special education settings, although no differences were noted in referral rates or years of seniority. Conclusions: These findings suggest that enhancing teacher knowledge and attitudes towards NSSI, while addressing workplace barriers, can improve response efficacy in educational settings.

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Development and Evaluation of an eLearning Training Module to Improve United Kingdom Secondary School Teachers’ Knowledge and Confidence in Supporting Young People Who Self-Harm

Cited by 2 publications

References 19 publications

A self-harm awareness training module for school staff: Coproduction and user testing study (Preprint)

A self-harm awareness training module for school staff: Coproduction and user testing study (Preprint)

Non-Suicidal Self-Injury among Adolescents: Effect of Knowledge, Attitudes, Role Perceptions, and Barriers in Mental Health Care on Teachers’ Responses

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