Abstract
This article is based on the author’s research dissertation for an MA in Interprofessional Healthcare Education. It is the second of two parts looking at educational support systems for young people experiencing self-harm. The first article focused on the rationale behind the study, its context in relation to practice, and its aims as well as its value to current school nursing and educational-based support for young people experiencing emotional difficulties. This article concentrates on the review’s findings, providing insight into how these can be used in practice to best support young people, and highlights areas for future research.
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