INTRODUCTION Self-harm is a significant public health issue affecting school communities, students, and families. The school is an ideal environment for early intervention and prevention. This study aimed to explore the views of young people and stakeholders on how school staff should support students who self-harm in the context of developing accessible and acceptable guidelines. METHODS The study was nested within a larger Delphi study conducted in New Zealand. Two panels were asked to provide reflection in open text boxes in two questionnaires on how school staff can support students who self-harm. The youth panel included 22 participants between 16 and 25 years, and 81.8% identified as female and 18.3% as male. The stakeholder panel (e.g., school staff) included 27 participants over 25 years, and 63.0% identified as female, and 37.0% as male. The data were analyzed using thematic analysis to identify key themes. RESULTS Eight themes were identified; (1) an approach that prioritizes trust, (2) an approach that recognizes students' agency, (3) an individually tailored approach, (4) a whole-school approach, (5) an approach that recognizes role boundaries, (6) an approach that prioritizes safety, (7) a nonpunitive approach, and (8) an appropriately-resourced approach. CONCLUSION The eight themes identified highlighted ineffective practices in response to self-harm in schools. The eight themes provide solutions to these practices. Our findings highlighted four recommendations that address ineffective management approaches in response to students who self-harm. These recommendations included using a student-centered approach, a whole-school approach, avoiding punitive approaches, and providing adequate resourcing to schools.

中文翻译：

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年轻人和成人利益相关者对学校工作人员应如何支持自残学生的思考：一项定性研究。

引言 自残是影响学校社区、学生和家庭的重大公共卫生问题。学校是早期干预和预防的理想环境。本研究旨在探讨年轻人和利益相关者对学校工作人员应如何在制定易于接受和可接受的指导方针的背景下支持自残学生的看法。方法 该研究嵌套在新西兰进行的一项更大的德尔福研究中。两个小组被要求在两个问卷的开放文本框中提供关于学校工作人员如何支持自残学生的思考。青年小组包括 22 名 16 至 25 岁的参与者，其中 81.8% 为女性，18.3% 为男性。利益相关者小组（例如，学校工作人员）包括 27 名参与者，年龄超过 25 年，其中 63.0% 为女性，37.0% 为男性。使用主题分析对数据进行分析，以确定关键主题。结果 确定了八个主题；(1) 优先信任的方法，(2) 承认学生能动性的方法，(3) 个性化定制方法，(4) 全校方法，(5) 识别角色界限的方法，(6)优先安全的方法，(7) 非惩罚性方法，以及 (8) 资源适当的方法。结论 确定的八个主题突出了在学校应对自残的无效做法。八个主题为这些实践提供了解决方案。我们的研究结果强调了四项建议，这些建议解决了针对自残学生的无效管理方法。这些建议包括使用以学生为中心的方法、全校方法、避免惩罚性方法、