Prevalence, Response and Management of Self-harm in School Children Under 13 Years of Age: A Qualitative Study

Abstract

Research suggests that the incidents of self-harm among young people are increasing and age of onset of self-harm is decreasing. There is limited understanding of how widespread the problem of self-harm among younger school students is, and how schools respond to these incidents. This study used an in-depth qualitative approach to understand self-harm in children under 13, and how elementary schools respond including typical actions, support for the child and parental involvement. School psychologists in New South Wales, Australia (n = 17; 78% females), completed in-depth interviews detailing types of self-harm, prevalence and frequency, and how these incidents were managed, including student intervention approaches and participation of parents. Thematic analysis of interviews was conducted. Psychologists estimated the prevalence of self-harm in their schools was 6.5% and was increasing, with an average age of onset of 10.8 years. Self-harm was most often understood as a coping mechanism associated with anxiety, stress and being bullied. Six themes emerged from the interviews. School psychologists reported that self-harm occurs less frequently in primary school children than high school children, but noted these behaviours still require early intervention. Participants felt they were limited in the support they can provide students who self-harm, and wanted more training for all school staff and parents in identifying and responding to student self-harm. School psychologists are important in identification and management of self-harm, and they report they need further support in helping children who are engaging in self-harm behaviours. Upskilling teachers and parents may assist in reducing rates of self-harm among children.

Prevalence of suicidal ideation and self-harm behaviours in children aged 12 years and younger: a systematic review and meta-analysis

“…Existing strategies have shown some benefits in preventing suicidal ideation and self-harming behaviours in school during adolescence 55,56 (eg, awareness and skills training) and for at-risk youths (eg, dialectical behavioural therapy, cognitive behavioural therapy, and youth-nominated support teams), but it is unclear whether such interventions are developmentally appropriate for children younger than 12 years. In the meantime, our study, in line with others, 57 highlights the need for further support staff in schools, as well as awareness among paediatricians and others working with children, to recognise and address suicidal risk. Children might not disclose to their parents and might therefore not receive adequate and appropriate professional support.…”

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

“…In line with current government frameworks, we propose that eLearning may be embedded as part of a wider program identifying and supporting mental health in YP attending secondary schools. In line with other authors suggestions (Townsend et al, 2022), we anticipate that eLearning may support in the upskilling of teachers, and additional members of school staff, and reduce the rates of selfharm in YP as well as increasing confidence in talking to YP on sensitive topics but further work is required.…”

Psychosocial Correlates of Suicidal Ideation and Behavior in Adolescents and Preadolescent Children Discharged from Emergency Department

“…(Sheftall et al, 2021). Self-harm, which was also found to correlate with suicidal thoughts and behavior among children (Hawton et al, 2012), serves as a coping mechanism to address di culties with, among other factors, anxiety and stress (Townsend et al, 2022). Moreover, studies indicated traits characterizing children who died by suicide, for example intelligence, aggression, mistrustfulness, social isolation and children who were sensitive to criticism (Soole et al, 2015).…”