School-based recommendations for addressing nonsuicidal self-injury: Application to rural settings.

Abstract

Nonsuicidal self-injury (NSSI) has emerged as a common and serious concern in school settings. Up to one in five students report having self-injured and continued NSSI engagement is associated with a multitude of mental health difficulties. Moreover, NSSI uniquely and significantly exacerbates the risk of death by suicide. Despite this, many schools report having limited resources to address NSSI among students, with staff often feeling underequipped when working with students who self-injure. Unfortunately, this may be particularly true for schools in rural regions, which often face other unique challenges (e.g., increased stigma in these communities around the acceptability of help-seeking). This article presents a brief overview of current NSSI knowledge and offers practical recommendations for schools in rural areas to effectively respond to students who self-injure. We hope that by using these guidelines, schools in rural areas will be better positioned to address the needs of students who self-injure, reduce the burden on school staff, and foster greater student well-being.

Nonsuicidal self‐injury in elementary schools: School educators' knowledge and professional development needs

“…The current study and previous literature support the idea that NSSI occurs among elementary students, and school the importance of a schoolwide protocol with guidelines, resources for support, and designated trained interventionists (see Hasking et al, 2019;Lewis et al, 2022 for further suggestions), so that all staff are clear on the effective and appropriate steps to take.…”

“…Providing educators with professional development can increase their confidence in their ability to respond to NSSI, and provide them with necessary tools and knowledge to effectively respond. Therefore, schools should consider providing professional development to their staff, with the goals of sharing information on (1) the importance of effective first response to NSSI disclosure to minimize potential harm; (2) challenging common NSSI misconceptions (e.g., NSSI is an attention seeking behavior); and (3) the importance of a schoolwide protocol with guidelines, resources for support, and designated trained interventionists (see Hasking et al, 2019; Lewis et al, 2022 for further suggestions), so that all staff are clear on the effective and appropriate steps to take.…”

Depressed, disconnected, and distraught: School-based mental health intervention for rural youth.

“…Prior to state funding, there were only two counselors providing services in two middle and two high schools in a public school system comprising 21 elementary, middle, and high schools. Rural schools often face fewer mental health providers and a lack of resources to address student mental health needs (Lewis et al, 2022). Consultation models have shown promise, including school and community partnerships that provide psychoeducation to school personnel, families, and stakeholders (Eckert et al, 2017).…”