School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm.

This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using Start Page web search engine with a documentary analysis approach applied to review polices that met criteria.

The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention.

An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school’s response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools.

在有效应对学生自残率上升的过程中，学校社区面临挑战。循证指南可能为学校提供一个平台，以提供更好的回应并改善从事自残行为的学生的成绩。

本文对以英语发布的针对学校或教育环境的政策进行了严格的审查，以有效地及早发现和干预儿童和青少年的自残行为。使用起始页网络搜索引擎进行了灰色文献搜索，并采用了文献分析方法来审查符合条件的策略。

审查确定了16项旨在帮助学校和教育人员识别并应对学生自我伤害的政策。主要主题包括识别和风险评估，干预，角色和责任，以及解决围绕循证心理教育和干预的问题。

针对学生应对和减少学生自我伤害的多个方面的循证政策可能是学校应对这一日益严重的公共卫生问题的重要基础。本文概述了关键点，这些要点将有助于为学校制定循证知情的指南以应对学生的自我伤害，并提出一个供学校使用的示例性政策框架。