Guidelines, Policies, and Recommendations for Responding to NSSI in Schools and Universities

Abstract

Abstract Nonsuicidal self-injury (NSSI; e.g., self-directed cutting, burning, or bruising without lethal intent) is a commonly occurring behavior among students in secondary and postsecondary school. Academic stressors, in addition to challenges associated with navigating adolescence and emerging adulthood, may contribute to heightened risk for NSSI among students. NSSI is associated with increased vulnerability for other mental health concerns and increased risk for suicidality, suggesting that providing early support and intervention for students who engage in NSSI is critically important. Despite the widespread prevalence of this behavior, students and staff often report feeling ill-equipped to respond and address NSSI in school-based contexts. The authors of this chapter, all members of the International Consortium on Self-injury in Educational Settings (ICSES), aim to provide the readers some guidelines and recommendations for NSSI policies in educational settings, due to the lack of research-informed policy guidelines and recommendations. Here, the authors underscore the importance of developing a school-based policy on NSSI to ensure consistent and effective identification, response, and support for students who self-injure. The authors describe the roles and responsibilities of each stakeholder (e.g., students, teachers, parents, administrators, and school mental health practitioners) in implementing a policy on NSSI. Finally, the authors provide an example of a policy specifically developed and piloted for a university in Brussels, to serve as a template that can be used across a variety of educational settings. The chapter concludes with several suggested resources and links for additional information on supporting students who self-injure in schools.