Exploring school experiences of young people who have self-harmed: How can schools help?

Abstract

Aims:This study aimed to explore the school experiences of adolescents who have self-harmed and consider how schools could support them.Method:Five young people (four female; one male) aged between 15 and 17 years old were recruited from a Child and Adolescent Mental Health Service (CAMHS) in an outer London borough, all undergoing treatment related to self-harm. A qualitative methodology was used taking a psychosocial approach. Semi-structured interviews were conducted using Free-Association Narrative Interview (FANI) method (Hollway & Jefferson, 2000). Participants were interviewed on two occasions. Interview transcripts and researcher’s field notes were analysed using thematic analysis (Braun & Clark, 2006). Initial codes were allocated to data extracts and clustered into subthemes and themes.Findings:Three main themes emerged and are considered in depth: ‘pursuing the narrative of identity’; ‘pain and the mind-body dichotomy’ and ‘relationship to help’.Limitations:The findings of this study are limited by the small sample size. As all participants were engaging with clinical help, further studies including young people who have not yet engaged with treatment may develop understanding of barriers to help.Conclusions:Implications for school staff are suggested, including developing clear procedures for dealing with disclosures in school and the importance of whole school systems for wellbeing. The potential role for educational psychologists in consultation, intervention and evaluation is discussed. The importance of improving adult and young people’s understanding of issues related to self-harm in the adolescent group is suggested.