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Supporting pupil mental health: Self-harm

This bitesize CPD collection is part of a series of online micro learning units for teachers and school leaders on supporting pupil mental health and wellbeing in practice. The units offer insights into best practice in supporting children and young people, building on the latest evidence base. They are designed to develop knowledge around a range of topics that now form part of the statutory Relationship, Sex and Health Education (RSHE) curriculum, supporting teachers to consider how they might most effectively deliver these topics as part of the curriculum. Specifically, topics covered include: Anxiety Sleep and screen time Bullying and loneliness Trauma Eating disorders Self harm Addiction and substance use Bereavement Social media Whole-school approaches   These online micro learning units incorporate a range of content types to support professional learning and reflective practice, including: Recordings from ‘Pedagogy in practiceâ€

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Case study

The case study included here discusses staff experiences of pupils’ self-harming behaviour, with a particular focus on the experiences of staff members, the hidden nature of self-harm and recommendations for practitioners and school leaders.

Staff experiences of pupils’ self-harming behaviour in an independent girls’ boarding school
Saving lives in schools

Research summary

This article summarises research into education and training interventions and support tools for school staff responding to young people who disclose self-harm.

Responding to young people who disclose self-harm

Reflective questions

  • In what ways has this learning resonated with your existing knowledge about self-harm or perhaps shifted your thinking?
  • Is there anything that you wish to clarify or check in terms of your own understanding?
  • How will you identify and address misconceptions around self-harm in your setting? 
  • How do you currently support staff who are dealing with self harming behaviours?
  • What is the balance between proactive and reactive strategies currently used in your setting to support students in this area? 
  • What new strategies might you begin to apply in your setting and how might these be embedded in the curriculum? 

 

Accessing support

Support and advice: Pupil mental health