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“We’re Working in the Dark Here”: Education Needs of Teachers and School Staff Regarding Student Self-Injury

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An Erratum to this article was published on 22 October 2014

Abstract

Although teachers and other school staff encounter adolescents who self-injure, the behaviour evokes strong reactions. We (a) validated a measure of attitudes towards self-injury, (b) examined knowledge, confidence, and education needs regarding self-injury, and (c) explored the relationship between attitudes and responses to self-injury among 501 secondary school teachers and other school staff. Three factors reflecting participants’ attitudes were extracted. Experience was related to knowledge and confidence regarding self-injury, but not to attitudes. Thematic analysis of open-ended questions indicated a desire for education and resources. Implications for teacher education and school policies to support teachers in addressing self-injury are discussed.

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Authors and Affiliations

  1. Faculty of Education, Monash University, Clayton, Melbourne, VIC, 3800, Australia

    Emily Berger & Andrea Reupert

  2. School of Psychology and Psychiatry, Monash University, Clayton, Melbourne, VIC, 3800, Australia

    Penelope Hasking

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  1. Emily Berger
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  2. Penelope Hasking
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  3. Andrea Reupert
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Correspondence to Penelope Hasking.

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Berger, E., Hasking, P. & Reupert, A. “We’re Working in the Dark Here”: Education Needs of Teachers and School Staff Regarding Student Self-Injury. School Mental Health 6, 201–212 (2014). https://doi.org/10.1007/s12310-013-9114-4

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