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Previous research suggests that nonsuicidal self‐injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary‐aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross‐national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (n = 63) and Belgium (n = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi‐square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill‐equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary‐aged students engage in NSSI because of various intrapersonal (e.g., low self‐esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed. Practitioner points: The majority of Belgian and Canadian elementary school educators similarly report observing, and interacting with elementary school students who engage in nonsuicidal self‐injury (NSSI).Cross‐nationally, elementary school educators report lacking skills and training to effectively respond to, and support students engaging in NSSI.Both Belgian and Canadian elementary school educators report wanting professional development to receive training to be able to more effectively respond to, and support their students engaging in NSSI. [ABSTRACT FROM AUTHOR]

Phenomenological and cultural understandings of recovery from the perspective of individuals who engage in nonsuicidal self-injury (NSSI) are rare. The primary study objective was to understand similarities across three samples in (a) how young people define recovery from NSSI and (b) what they consider helpful approaches taken by parents and professionals to assist their recovery. Using a cross-national sample of young people (n = 98) from Australia (n = 48), Belgium (n = 25) and the United States (n = 25), we assessed their perspectives on NSSI. Consistent across all samples, young people defined recovery as no longer having the urge to self-injure when distressed, often displayed ambivalence about recovery, and reported it was helpful when parents and professionals were calm and understanding. Acceptance of recovery as a process involving relapses may need to be emphasized in NSSI treatment, to ease the pressure young people often place on themselves to stop the behavior outright.

Non-suicidal self-injury (NSSI) is a significant international mental health concern, with consequences for not only youth who self-injure, but for their entire family system. Helping caregivers respond productively to their child's self-injury is a vital part of effectively addressing NSSI. This paper will assist school-based mental health practitioners and other personnel support caregivers of youth who self-injure by reviewing current literature, highlighting common challenges faced by school-based professionals, and providing evidenced-informed recommendations for supporting caregivers of youth who self-injure. We posit that schools can best support caregivers by having clear and well-articulated self-injury protocols and by engaging caregivers early. Once engaged, helping caregivers to navigate first conversations, keep doors open, know what to expect, seek support for themselves and understand and address safety concerns will ultimately benefit youth who self-injure and the school systems that support them. We also review recommendations for working with youth whose caretakers are unwilling or unable to be engaged.

The aim of the present study was to examine differences in psychological symptoms and sense of self-competence between adolescents with and without non-suicidal self-injurious behavior. We collected data in a sample of 281 Flemish adolescents. Psychological symptoms and self-competencies were assessed by means of the Youth Self-Report (YSR) and NSSI was assessed using the Self-Harm Inventory (SHI-22). Results showed significant differences between adolescents with and without NSSI on all psychopathological subscales. Furthermore, adolescents engaging in NSSI reported significantly lower scores on social competence, but equal levels on other competencies. Results revealed that externalizing problems and attention/thought/social problems are significantly associated with NSSI. Results also showed that having a higher score on aggressive behavior or thought problems increases the chance of belonging to the NSSI group; whereas a higher score on the social competence scale decreases the chance of belonging to the NSSI group. Clinical implications of these findings are discussed. (Contains 5 tables.)

Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the second of two parts, this article offers a strategy for brief assessment of NSSI, as well as reflection on two case studies and how to offer support, ongoing care, and referral for treatment to youth who engage in self-injury. [ABSTRACT FROM AUTHOR]