Self-harm
Self-harm can also be referred to as self-injury or non-suicidal self-injury (NSSI). Self-harm is when someone directly and deliberately causes physical harm or injury to themselves, usually without suicidal intent. Students may self-harm for different reasons, including as a coping strategy to manage difficult emotions and/or life events (e.g. anxiety, distress, bereavement, grief). Self-harming behaviour can range in severity from minor to severe and can start at any age. As self-harm can cause mental and physical health issues and is a risk factor for suicide, St Joseph's School has clear procedures in place for intervention and response.
Our school follows the procedures below to ensure students who self-harm are supported. All staff are made aware of these procedures as part of their staff orientation and/or regular child protection training. If required, we may activate our crisis management plan to guide our response.
Responding to self-harm
School response
Staff may notice 
evidence of self-harming or students may disclose that they are self-harming to a staff member. If this happens, staff:
Self-harming behaviour may include cutting, burning, fighting, bruising, scratching, engaging in harmful sexual behaviour, or overdosing on medication/drugs without suicidal intent. This behaviour can be difficult to identify and students may keep it a secret.
The signs below do not always indicate a student is self-harming, but can be used to recognise and check in with students about their wellbeing. Possible signs of self-harm may include:
- unexplained cuts, burns, or bruises on the body (especially on the arms and legs)
- continually wearing clothing that is inappropriate for the weather or situation to cover up their body (e.g. long-sleeved or bulky clothing)
- possession of sharp objects that could be used to self-harm such as razors, knives, pins, or needles
- other evidence or references to self-harming in their work.
These signs could also be indicators of abuse. If necessary, we follow the procedures in Abuse Recognition and Reporting to ensure the safety and wellbeing of the student.
- listen calmly to the student without judgement
- offer reassurance and let them know they are not in trouble, but do not make any promises or commitments that cannot be kept
- acknowledge student feelings/emotions and let them know they are not alone
- explain the limits of confidentiality and that senior staff must be informed, to establish support for the student
Privacy refers to the right to have personal information protected. The Privacy Act 2020 outlines how personal information must be collected, stored, used, shared, and disposed. For more information, see Privacy Policy.
Confidentiality refers to the responsibility to ensure personal information is kept secret. Confidential information may be shared if it is in the best interests of the student. See Sharing Student Personal Information with External Agencies.
- discuss their concerns with the designated person (at St Joseph's School, this person is the principal) and parents/caregivers (as appropriate), and agree on a plan to ensure student safety
- follow the procedures under Preventing and Responding to Suicide, if there appears to be any risk of suicide
Teachers are not counsellors, psychologists, or mental health specialists. Trained counsellors or other mental health professional can carry out assessments and screen for suicidal risk. Teachers are not responsible for examining the degree of risk or deciding the level or form of intervention needed.
Mental health education: A guide for teachers, leaders, and school boards 
(Tāhūrangi – New Zealand Curriculum)
- follow the guidelines in Recording and Reporting Injuries and Illness as appropriate.
Peers or friends may also notice or have concerns that someone is self-harming. They are encouraged to inform a teacher or staff member so that the school can follow the appropriate procedures and arrange support for the affected student.
We work with the student, parents/caregivers, and relevant health professionals, as appropriate, to set up and maintain support at school and outside of school. A support or safety plan may be developed and staff may monitor the behaviour and wellbeing of the student.
Parent/Caregiver concerns
In line with our whole-school approach to wellbeing, we encourage parents/caregivers to inform the school if they are concerned that their child may be self-harming. This helps the school take appropriate actions to ensure the student is safe while at school. Parents/Caregivers may work closely with relevant staff to support the student as necessary.
Responding to a self-harm incident that takes place at school
If a student self-harms at school, this may cause considerable distress to other students and staff. If this happens, staff:
- provide first aid as needed, following the guidelines in Managing Injuries and Illness as required, and notify relevant staff and parents/caregivers
- move the injured student away from others if it is safe to do so
- request further assistance if necessary
- stay with the injured student to ensure their safety (i.e. to stop them self-harming again)
- follow the procedures in Searches, Surrender, and Retention of Property to request the surrender of any harmful item(s) that the student may have used to self-harm
- discuss next steps with the designated person (at St Joseph's School, this person is the principal), and agree on a plan to support the student, which may include checking for suicide risk and working with a health professional as appropriate
Teachers are not counsellors, psychologists, or mental health specialists. Trained counsellors or other mental health professional can carry out assessments and screen for suicidal risk. Teachers are not responsible for examining the degree of risk or deciding the level or form of intervention needed.
Mental health education: A guide for teachers, leaders, and school boards (Tāhūrangi – New Zealand Curriculum)
- activate the crisis management plan and request support from the Ministry of Education's Traumatic Incident team, if appropriate and depending on the nature of the event
- follow the guidelines in Recording and Reporting Accidents, Injuries, and Illness.
After the incident, staff work collaboratively with the student, family/whānau, and support services as appropriate to monitor ongoing wellbeing. If any concerns arise, we review the support or safety plan and take additional actions as needed.
Recording self-harm concerns
We record information about student wellbeing concerns in our school management system. This includes documenting concerns, conversations, incidents, contact with parents/caregivers or external agencies, advice received, actions taken (including rationale), and any follow-up, support, or monitoring plans.
If a student self-harms at school and may be given first aid, we also follow the appropriate recording and reporting processes for such circumstances. See Recording and Reporting Accidents, Injuries, and Illness.
Recording processes comply with our Privacy and School Records Retention and Disposal procedures.
Support for others
We recognise that a self-harm incident can impact other students, particularly if the incident took place at school. We take appropriate actions to support affected students who may experience a range of emotions after the incident.
Staff and other members of our school community affected by incidents of self-harm are encouraged to seek support through health professionals and support services. Staff may seek support through senior management and an Employee Assistance Programme (EAP) if available.
For staff concerns about colleagues at risk of self-harm, see Staff Wellbeing and Safety.
Legislation
- Health and Safety at Work Act 2015
- Children's Act 2014
Resources
: Term 4 2022, Term 3 2019, Term 4 2018
The release history is a record of changes made to a SchoolDocs Core topic as the result of an internal or scheduled review. The date indicates when a change was made. If you have a customised topic, it may not have received the updates described. Release history links are kept for five years, then archived.
