ArticleBMC psychology2025
Qualitative study on teachers' psychological experience and coping styles regarding adolescents with non-suicidal self-injury behavior.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Perceived Academic Support and Mental Well-Being Among Vocational Education and Training (TVET) Trainees in Kenya: The Mediating Role of Academic Resilience.European journal of investigation in health, psychology and education · 2026Article
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5 authors.
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Abstract
backgroundThe increasing prevalence of psychological challenges among adolescents highlights the pivotal role of educators in supporting their mental health. However, research on teachers' involvement in addressing non-suicidal self-injury (NSSI) behaviors in teenagers remains scarce both domestically and internationally.
objectiveThis study aimed to explore adolescent NSSI behaviors from the perspective of educators, identify potential contributing factors, and examine the strategies teachers employ when confronted with such behaviors. Additionally, it investigated the complex emotional responses and motivations underlying teachers' handling of these issues, with the goal of promoting communication among families, schools, and communities to address adolescent NSSI. In summary, this study contributes to foundational insights for future research.
designThis qualitative, descriptive study used purposive sampling to select teachers who had encountered adolescents engaging in NSSI behaviors. Semi-structured, in-depth interviews were conducted to capture their responses. Data were analyzed and synthesized using Colaizzi's seven-step method.
settingThe study was part of a mandatory initiative sponsored by the Nantong Science and Technology Bureau and conducted across primary and secondary schools in Nantong.
participantsFifteen teachers from seven schools in Nantong, each with experience in handling adolescents exhibiting NSSI behaviors, participated in the study.
resultsTeachers' psychological experiences and coping strategies for addressing adolescent self-harm behaviors were categorized into five themes: Family dynamics-emotional breakdown and educational dysfunction as sources of trauma; Social ecology-the compounded effects of digital risks and peer contagion; Teacher response-intergenerational gaps in self-harm interventions; Teacher psychology-emotional conflicts and professional burnout; School psychological support-limitations in resources and disparities in capabilities.
conclusionAdolescent NSSI requires widespread attention. Key strategies include enhancing parental education, providing comprehensive support, and raising societal awareness. Teachers must receive specialized training to manage self-injury incidents effectively. Furthermore, schools should prioritize the development of psychological professionals through competency-based training, while safeguarding teachers' physical and mental well-being. Implementing these strategies can reduce the occurrence of adolescent NSSI, promote overall well-being, and contribute to family stability.
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