Impact of the COVID-19 pandemic on students at elevated risk of self-injury: The importance of virtual and online resources

Penelope Hasking,Elana Bloom,Kealagh Robinson,Michael Kaess,Stephen P Lewis,Amy Brausch

doi:10.1177/0143034320974414

Abstract

Non-suicidal self-injury (NSSI), which involves deliberate damage to body tissue without suicidal intent, has long been a concern for schools and school staff. Secondary schools are an ideal setting in which to identify, and appropriately refer, students who self-injure as well as implement evidence-based prevention and early intervention programs. However, in the context of the global COVID-19 pandemic, schools have been closed and students sent home to learn online. This may result in the exacerbation of existing anxieties and pose several new stressors that cumulatively may increase risk of NSSI. In this article, we draw on recent research and our collective experience working with schools, as well as digital mental health, to outline some of these potential stressors and offer resources for school staff to help students who are engaging in or at risk of NSSI.

Highlights

Non-suicidal self-injury (NSSI), deliberate and direct engagement in behaviours that cause direct tissue damage without conscious suicidal intent (International Society for the Study of Self-Injury, 2018), represents a significant mental health concern for young people and their communities
NSSI refers to behaviours explicitly without suicidal intention, NSSI is linked to suicidal thoughts and behaviours
People who engage in NSSI are over four times more likely to subsequently make a suicide attempt (Ribeiro et al, 2016), and engaging in NSSI predicts the transition from suicidal ideation to suicidal attempts among adolescents (Mars et al, 2019)

Summary

Introduction

Non-suicidal self-injury (NSSI), deliberate and direct engagement in behaviours that cause direct tissue damage without conscious suicidal intent (International Society for the Study of Self-Injury, 2018), represents a significant mental health concern for young people and their communities. In many countries students have experienced the swift transition to online learning at home and it is likely that it could have drastically elevated the rates of anxiety and worry about their education In line with this, there is significant uncertainty about end-ofyear exams. This is true for students in the final years of secondary school who are dependent on exam results for admission to university or college. Home schooling often means a high level of parents’ involvement, which can create substantial interpersonal tension, in families that are already facing parent-child relationship difficulties, which is common among adolescents who self-injure (Tatnell et al, 2014)

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