ArticleInternational journal of qualitative studies on health and well-being2025
How can school staff respond to student incidents of self-injurious thoughts and behaviours? A systematic scoping review.
Article in International journal of qualitative studies on health and well-being, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- How Do Young Women Perceive Adult Responses to the Disclosure of Their Self-Harm and What Is the Impact of That Perception?International journal of environmental research and public health · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeSelf-harm risk is highest between ages 12-19, making it essential for schools to have clear, evidence-based practices for identifying and responding to self-injurious thoughts and behaviours (SITBs). This scoping review summarises best-practice responses in primary and high school settings, focusing on non-clinical staff. It provides a foundation for developing consistent, evidence-based whole-school guidelines.
methodsPubMed, CINAHL and Embase were systematically searched (1 January 2000-31 March 2024) for English-language, peer-reviewed studies examining school staff responses to student SITBs. Studies reporting only prevalence or trends were excluded. Final studies were selected through a blinded, multistage screening process by paired reviewers. Data were analysed using narrative synthesis.
resultsForty-one articles met inclusion criteria. Most were published after 2005, conducted in the USA (n = 17), used qualitative designs (n = 15), involved mixed school staff (n = 14) and were based in high schools (n = 23). Overall study quality was fair to low. Findings indicated that effective school responses rely on whole-school approaches, strong leadership support, clearly defined roles and procedures, crisis response teams, and regular staff training.
conclusionsDespite gaps in the evidence, this review consolidates current best practice and can inform future guidelines to strengthen school staff capacity and confidence in supporting students experiencing SITBs.
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Registered trials
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