Self-Harm and Attempted Suicide Response

Policy

The purpose of this policy is to provide guidance to schools on preventing and responding to incidents of self-harm, including suicidal behaviours.

Summary

• For policy relating to responding to the suicide or suspected suicide of a student and guidance for secondary schools, refer to Suicide Response (Postvention).
• The Preventing and responding to distress in primary school students: A guide for addressing self-harm, including suicidal behaviours (PDF)(Primary school guidelines) and Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools (PDF) (Secondary school guidelines) provide guidance to assist schools in preventing or responding to disclosures, evidence of and incidents of self-harm in students, regardless of the intent or reason.
• Specialist schools may use the guidance (primary or secondary school) that best aligns with the developmental age of the students involved.
• Teaching staff must report all incidents to school leadership. It is not the role of teaching staff to determine the intent of self-harm or provide mental health treatment. The principal or their delegate must report and manage self-harm incidents in accordance with their Emergency Management Plan and the Managing and Reporting School Incidents (Including Emergencies) policy.
• The principal or their delegate must report all critical incidents including self-harm, attempted self-harm, suicidal ideation, suicide or suspected suicide to the Incident Support Operations Centre (ISOC) using the Managing and Reporting School Incidents (Including Emergencies) policy.
• ISOC will provide support if necessary and refer reports with a risk rating of medium or higher to Area-based Student Support Services (SSS) staff, who will usually support the school.
• Schools may also contact their Health and Wellbeing or SSS key contact for further support.
• Additional information about recognising, preventing and responding to self-harm, as well as information on whole school approaches to mental health and wellbeing is available in the Guidance tab.

Details

Self-harm refers to instances of a person deliberately harming their body, regardless of their motive or suicidal intent. This might include:

• non-suicidal self-injury
• substance misuse
• overeating
• self-sabotaging actions.

Intent sets self-harm apart from a suicide attempt. While self-harm and suicide are sometimes directly linked, such as in a suicide attempt, most people who engage in self-harm do so without intending to end their life.

Self-harm behaviours are likely to be expressions of distress or maladaptive coping strategies because children and young people are experiencing emotions that they are unable to manage on their own. These expressions of distress can vary across year levels due to the different development ages and stages of students.

An evidence-informed and timely response to supporting students who have engaged, or continue to engage, in self-harming behaviours in response to psychological distress offers the greatest opportunity to disrupt the cycle of self-harm and reduce potential ongoing mental health and wellbeing difficulties in the future.

Schools have an important responsibility and duty of care to respond to promote positive help-seeking behaviours and support students to develop safe coping strategies.

Primary schools

Preventing and responding to distress in primary school students: A guide for addressing self-harm, including suicidal behaviours (PDF) (Primary school guidelines) has been developed in partnership with headspace. It provides guidance to assist schools with primary school students in responding to disclosures, evidence of and incidents of self-harm in students, regardless of the intent or reason.

Secondary schools

Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools (PDF) (Secondary school guidelines) was developed in partnership with headspace. It provides guidance to assist schools with secondary school students in responding to disclosures, evidence of and incidents of self-harm in students, regardless of the intent or reason.

Specialist Schools

Specialist schools are encouraged to follow the guidance (primary or secondary school) that best aligns with the developmental age of the students involved.

International students

Where an incident involves an international student and if the information is known, the reporting school must advise ISOC whether the department has accepted responsibility for ensuring appropriate accommodation and welfare arrangements. Refer to the department’s policy for more information: International Student Program (ISP).

Privacy and duty of care

School staff have a duty of care to take reasonable steps to reduce the risk of reasonably foreseeable harm to students in their care. If school staff become aware of student wellbeing or safety risks, including a student who is at risk of self-harm or suicide, this information should be provided to the principal, or other appropriate leadership staff, so that appropriate steps can be taken to support the safety of students. Use of this information in that context is consistent with the Schools’ privacy policy and relevant privacy obligations.

Personal and health information must be collected and managed appropriately in accordance with relevant laws and departmental policy. For more information, refer to Privacy and Information Sharing.

Related policies

• Child and Family Violence Information Sharing Schemes
• Duty of Care
• Emergency and Critical Incident Management Planning
• Managing and Reporting School Incidents (Including Emergencies)
• Mental Health in Schools
• Protecting Children – Reporting and Other Legal Obligations
• Suicide Response (Postvention)

Relevant legislation

• Child Wellbeing and Safety Act 2005 (Vic)
• Child Wellbeing and Safety (Information Sharing) Regulations 2018 (Vic)
• Health Records Act 2001 (Vic)
• Family Violence Protection Act 2008 (Vic)
• Family Violence Protection (Information Sharing and Risk Management) Regulations 2018 (Vic)
• Privacy and Data Protection Act 2014 (Vic)

Contacts

For support responding to Low to Medium risk incidents:

• Make a report using eduSafe Plus (staff login required)
• Schools may contact their Student Support Services (SSS) key contact

For support responding to High and Extreme incidents:

• contact ISOC by calling 1800 126 126
• schools may contact their Student Support Services (SSS) key contact

For policy advice contact the Student Mental Health Branch:

• mentalhealth@education.vic.gov.au

Guidance

This guidance contains the following chapters:

• Overview
• Recognising self-harm
• Definitions and myths about self-harm
• Supporting mental health and wellbeing, and preventing self-harm
• Responding to self-harm incidents
• Managing communication
• Communicating with secondary school-aged students
• Student recovery and healing
• Self-care for school staff
• Mental health and wellbeing and whole school approaches

Overview

This guidance is for all school staff (educators), including teachers, school leadership and wellbeing staff. The purpose of the guidance is to support and guide school staff to prevent, recognise and respond to distress, including self-harm and risk of suicide, in students.

The guidance aims to:

• guide the school’s response following all disclosures, evidence and incidents of self-harm in students, regardless of the intent or reason, including:
  • addressing the student’s immediate needs and supporting their safety
  • ensuring the safety of other students and staff
  • providing timely and accurate information to parents/carers and educators
  • arranging for referral if appropriate
  • ensuring ongoing monitoring and support for students
  • supporting staff wellbeing
• build awareness of mental health and wellbeing outcomes
• build capability in recognising signs of distress
• outline roles and responsibilities of different members of staff within schools.

The guidance is not:

• suggesting that it is the role of educators to determine the intent of self-harm
• a practice manual about the interventions and support offered to students engaging in self-harm
• guidelines for clinical intervention or assessment
• a standalone resource for supporting students in emotional distress and displaying mental health vulnerabilities.

Preventing and responding to distress in primary school students: A guide for addressing self-harm, including suicidal behaviours (PDF) (Primary school guidelines) and Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools (PDF) (Secondary school guidelines) were developed in partnership with headspace. They provide guidance to assist schools in responding to disclosures, evidence of and incidents of self-harm in students, regardless of the intent or reason.

These guides are intended be read in addition to existing departmental policies, resources and mental health and wellbeing initiatives including this policy and the Managing and Reporting School Incidents (Including Emergencies) policy.

Recognising self-harm

What is self-harm?

Self-harm refers to instances of a person deliberately harming their body, regardless of the motive or suicidal intent. This might include:

• non-suicidal self-injury
• substance misuse
• overeating.

Intent sets self-harm apart from suicide and suicide attempts. A person can engage in self-harm where there is no suicidal intent, also known as non-suicidal self-harm, or non-suicidal self-injury. Alternatively, a person can engage in self-harm where the intended outcome is death, which is referred to as a suicide attempt. While self-harm and suicide are sometimes directly linked, such as in a suicide attempt, most people who engage in self-harm do so without intending to end their life.

While self-harm behaviours are more likely to occur during adolescence, national data suggests an increase in incidents among primary school aged children. Self-harm can be a maladaptive coping strategy used by children and young people. This highlights the importance of:

• proactively focusing on prevention and protective factors
• providing adults, including educators, health professionals and parents/carers, with relevant and helpful information about self-harm and suicidal behaviours to understand how to respond to children in a safe and supportive way.

Children under 12

All self-harming should be taken seriously regardless of the student’s age. However, the response required for children under 12 who are self-harming is different and requires increased sensitivity and compassion. Schools should seek support and guidance from Student Support Services or appropriately trained allied health professionals.

Signs of student self-harm and distress

Self-harm behaviours in children and young people are likely to be expressions of distress or maladaptive coping strategies because the student is experiencing emotions that they are unable to manage on their own. These expressions of distress can vary across year levels due to the different development ages and stages of students across the schooling years, and particularly in primary schools.

It is important not to dismiss or downplay self-harm behaviours in students. Self-harm is not simply an act of ‘attention seeking’.

Secondary school students who engage in self-harm will typically do so in private and go to great lengths to conceal any evidence of self-inflicted harm. For this reason, signs that someone is engaging in self-harm can be difficult to identify.

While adults may think primary school students are too young to self-harm, evidence indicates that they are capable of engaging in self-harm behaviours.

Depending on the age and developmental stage of the student, forms of self-harm or expressing distress can include:

• cutting
• head banging
• self-hitting
• severe scratching
• hair pulling
• interfering with wound healing (for example, picking at scabs)
• poisoning (for example, eating or drinking non-food items)
• running across the road recklessly
• overeating
• restricting food intake.

Understanding the wider range of behaviours that can constitute self-harm, such as self-hitting, picking a wound and risk-taking behaviour, may assist educators to correctly identify and act when a student engages in self-harm.

There may be other observable indicators that a child is distressed, including:

• challenges with emotional regulation, including difficulty calming down
• a sudden escalation in emotions and associated behaviours (for example, anger, signs of aggression)
• showing or reporting signs of anxiety, such as:
  • frequent physical complaints (for example, tummy aches or headaches)
  • lack of concentration
  • being preoccupied
• isolating themselves or withdrawing
• a change in the ability of a child or young person to verbally express themselves (for example, unable to describe how they are feeling or why they did something, when they would typically be capable of doing so).

Many of these behaviours may be maladaptive behaviours and coping strategies in response to their experiences. This can impact the student’s ability to:

• concentrate
• feel good about themselves
• make safe decisions.

By looking at ways to respond to children and young people in distress through a trauma informed lens, we can see experiences of trauma can have an impact on a child or young person and their thoughts, feelings and body. A trauma informed lens helps to support response to these impacts. While it is not the role of the educator to unpack those experiences for a child or young person, keeping these understandings in mind can help shape the response to the child.

Contributing factors and protective factors

Contributing factors are characteristics that can increase the likelihood of a child or young person experiencing distress, while protective factors are environmental factors, situations, actions or efforts that reduce the likelihood of negative impacts from distress.

Resilience is often fostered through an interplay between protective and contributing factors.

Contributing factors that can increase the likelihood of a child or young person experiencing distress include:

• individual factors:
  • age and stage of development
  • cognitive development
  • poor executive functioning skills
  • inability to self-regulate
  • maladaptive coping strategies
  • anxiety
  • depressive symptoms
  • neurodiversity
• family factors:
  • insecure attachment to the primary carer
  • low parental monitoring
  • family conflict
  • family violence
• life events:
  • lived or living experience of trauma
  • adverse life events
  • bereavement
  • parental separation
• social factors:
  • bullying
  • isolation/not belonging
  • lack of control
  • low self-esteem.

Specific cohorts (including First Nations and LGBTIQA+ students) are more likely to experience abuse, discrimination, rejection and racism. These have a negative impact on wellbeing, can increase the risk of experiencing distress and may create a disproportionate risk of self-harm and suicide.

Many of these factors impact on students’ experiences of connection and sense of belonging. Building positive relationships and providing environments where students feel safe and secure can help them to manage distress.

Protective factors that can help to minimise self-harm include:

• engaging in meaningful activities that help promote a sense of purpose
• open communication about feelings and emotions
• presence of trusted supportive adults
• secure primary caregiver attachment
• good coping strategies and emotional regulation
• a sense of belonging
• positive and supportive relationships.

Focusing on protective factors can help to reduce self-harm behaviours. Protective factors contribute to improved mental health and wellbeing.

Schools can support students’ mental health by:

• fostering resilience
• encouraging the development of positive coping strategies
• supporting students to work through challenging or stressful situations
• establishing and maintaining a whole-school approach to mental health and wellbeing.

For more information, refer to Mental health and wellbeing and whole-school approaches.

Social contagion

Social contagion may occur when other children and young people are aware of, and are influenced by, their peer’s self-harming behaviour. This can be through directly witnessing the behaviour, seeing wounds or talking to a peer about their experience. Social contagion may involve some encouragement among peers to join in the behaviour to increase their sense of belonging to a group or to demonstrate empathy for a distressed friend.

Children and young people may be exposed to self-harm via peers, siblings, social media and the internet. Students, particularly in the upper primary and secondary school years, may be exposed to online content relating to self-harm. This may occur when they are seeking support or information and come across unfavourable content.

Vulnerable young people (those already experiencing mental health difficulties) are at increased risk of perceiving the self-injurious behaviour as an effective coping strategy, particularly as adolescents identify strongly with their peers during this period of development and growth.

Exposure to self-harm in a young person’s adolescence may increase the likelihood they will engage in self-harm behaviours. This could therefore be a factor for self-harm behaviours in younger children too. Exposure is not, however, a necessary factor or the only contributing factor.

Self-harm and suicide

Self-harm and suicide are sometimes directly linked, such as in the case of a suicide attempt. However, most people engage in self-harm without intending to end their life.

Determining intent requires a comprehensive risk assessment conducted by an appropriately trained staff member or professional (for example, mental health practitioner (MHP), staff trained in youth mental health, a Student Support Services (SSS) psychologist or social worker, a Doctors in Secondary Schools Program general practitioner (GP), a Secondary School Nurse, an external mental health professional, GP or hospital-based doctor or psychologist) to reveal what is underlying the self-harming behaviour and tasks required to ensure safety and restore wellbeing.

The importance of language

The language we use to talk about mental health, mental illness and suicide can contribute to stigma and impact a person’s willingness to engage with services and seek support. It is important for schools and school staff to use appropriate language when talking about mental health, mental ill health and suicide.

The National Communications Charter, launched in 2018 by Life in Mind, is an evidence-informed document to help guide the way mental health and suicide prevention sectors, governments, businesses, communities and individuals communicate about mental health and wellbeing, mental health concerns and suicide. Language guidance includes:

• the Charter language guide – suicide
• the Charter language guide – mental health concerns mental illness.

Be You provides educators with knowledge, tools and resources, including:

• Mental Health Continuum
• Wellbeing tools for educators.

Definitions and myths about self-harm

Definitions

Maladaptive behaviours
Ways of dealing with distress that may provide some temporary or immediate relief but can have negative outcomes either in the short or long term. Maladaptive behaviours may also be referred to as dysfunctional behaviours.

Non-suicidal self-harm/non-suicidal self-injury
The act of a person deliberately hurting their body, and the absence of suicidal intent has been explicitly established.

Self-harm
The act of a person deliberately hurting their body, and where the intent to die is either absent or not able to be determined. Intent is the defining factor differentiating a suicide attempt from self-harm.

Social contagion
When other students are aware of and are influenced by their peer’s self-harm behaviours, either through directly witnessing the behaviour, seeing photos or wounds after the event or being encouraged to engage in the behaviour to increase sense of belonging or show empathy.

Suicidal behaviour
Refers to all non-fatal suicidal thoughts and behaviours, including suicidal ideation, suicide plan, and suicide attempt. This also includes suicide-related communications, both verbal and non-verbal, and expressing suicidal intent.

Suicidal ideation/suicidal thoughts
Thoughts about engaging in behaviour intended to end one’s life. This is defined as ‘active’ ideation, however, people can also experience ‘passive’ ideation, where there is a desire for death but not explicit thoughts of ending one’s life. Suicidal ideation/thoughts can also be historical (that is, a person has experienced them in the past) or current.

Suicide
The act of intentionally causing one’s own death.

Suicide attempt
An act carried out by an individual where the intended outcome is death, and they survive. Intent is the defining factor differentiating a suicide attempt from self-harm.

Vicarious trauma
Often used interchangeably with ‘secondary trauma’ and refers to the emotional and psychological stress that results from being exposed to the trauma of others.

Myths about self-harm

Myth: Self-harm is an act of ‘attention seeking’

Fact: Referring to self-harm as attention seeking assumes the student is in control of their behaviours, is making a conscious choice and is trying to be noticed. In fact, the opposite can be true. Students who engage in self-harm behaviours, particularly at the primary level, are often responding to distress they are experiencing and are struggling to articulate. This requires a non-judgemental, compassionate and supportive response that validates their experiences and fosters healing. Instead of viewing the behaviour as attention seeking, it is important to build the student’s positive coping skills.

This is particularly important for neurodivergent students, as self-harm behaviours are common for those with some neurodevelopmental disorders. While self-harm is not a symptom of these disorders, it can be a form of communication or a coping strategy in response to situations or environments that they find distressing, even though they may be non-suicidal in ideation.

Myth: All self-harm leads to suicidal thoughts or mental illness

Fact: People who have previously engaged in self-harm can be at increased risk of experiencing suicidal thoughts and behaviours. However, engaging in self-harm does not mean someone has, or will develop, a mental illness or suicidal thoughts.

Myth: Talking to children about self-harm or suicidal thoughts puts the idea in their head

Fact: Talking to a student about self-harm or suicidal thoughts does not give them ideas. It is important to have open conversations with students about their mental health and wellbeing because this can encourage them to talk about their experiences and encourage help seeking.

If a child or young person has been exposed to information about or images of self-harm, talking to them about it can support them to make sense of what they have seen.

When discussing self-harm or suicide it is important to use non-stigmatising language and not use language that glamorises self-harm or suicide.

Myth: Self-harm is always cutting

Fact: While cutting does make up a significant proportion of self-harm, particularly amongst adolescents, it is not the only way young people engage in self-harm. Other self-harm behaviours, particularly for primary-age students, include scratching, picking at wounds or scars, self-hitting, headbanging, pulling out hair, pinching, restricting food intake, poisoning and running across the road recklessly.

Myth: Primary school aged students are too young to self-harm

Fact: While self-harm reaches peak rates during adolescence, primary school aged children can engage in self-harm behaviours. There is evidence that rates of self-harm are increasing amongst this younger age cohort. Self-harm behaviours we see from children are likely to be expressions of distress because they are experiencing emotions that they are unable to manage on their own. The ways in which children express distress and types of self-harm may vary between different age cohorts.

Supporting mental health and wellbeing, and preventing self-harm

In some schools, a staff member may hold multiple roles, (for example, in a small primary school a teacher may also be the Mental Health And Wellbeing Leader). Staff are responsible for all the actions associated with each role they hold responsibility for.

School leaders

School leaders play a key role in critical incident response, as well as prevention, planning and whole of schools approaches.

The principal or their delegate must report and manage self-harm incidents in accordance with their Emergency Management Plan and the department’s Managing and Reporting School Incidents (Including Emergencies) policy.

The principal or their delegate must report all critical incidents including, self-harm, attempted self-harm, suicidal ideation, suicide or suspected suicide to the Incident Support Operations Centre (ISOC) in accordance with the Managing and Reporting School Incidents (Including Emergencies) policy.

Building a sense of psychological safety within a school builds a sense of trust and belonging. School leaders support their school to promote, build and maintain inclusive and positive environments for students. They can foster a whole-school culture that promotes and encourages positive messaging around metal health literacy and help seeking pathways.

This culture can be promoted within the school, to students and staff, and among the wider school community, including through communications to parents/carers.

For more information, refer to Mental health and wellbeing and whole-school approaches.

For actions schools can take to ensure students are and feel safe, refer to Child Safe Standards Guidance.

Underpinning a whole-school approach is the understanding that all staff have adequate and consistent training. School leaders are responsible for ensuring that:

• all staff are familiar with a clear and concise written policy and documented processes that they can implement
• clear roles and responsibilities are allocated prior to responding to a self-harm incident
• staff know their role and the limitations of their role
• educators know their obligation to report all observed and suspected self-harm incidents to school wellbeing staff and engage their support to manage self-harm incidents at school.

Educators

Educators play a key role in supporting the mental health and wellbeing of students, including promoting awareness about mental health and wellbeing, promoting positive help seeking behaviours and building awareness of coping strategies.

Educators must report all incidents to school leadership. It is important that educators understand the limitations of their role. When an educator is concerned about the mental health and wellbeing of a student, they must follow their school’s processes for making a referral to school leaders/school wellbeing staff. The wellbeing contact can work with the student and, where appropriate, parents and carers, to determine what support is needed and make additional referrals.

It is not the role of the educator to determine the reason or intent of self-harm, to undertake a risk assessment or provide treatment. A comprehensive risk assessment may be conducted by a mental health professional to understand what is underlying the self-harm behaviours and what is required to ensure safety and restore wellbeing.

Educators may be required to provide school leadership with information for an eduSafe Plus or Incident Support and Operations Centre (ISOC) incident report and a WorkSafe notification if a staff member has been injured.

Educators taking a trauma informed approach to teaching and learning consider the needs and experiences of individual students. With leadership support, they can connect with other department workforces (including Koorie Engagement Support Officers, Respectful Relationships workforce, Safe Schools), professionals and organisations (including paediatricians, out of home care, First Nations organisations, LGBTIQA+ organisations) that will enhance support for students. This helps to create a safe, supportive and empowering environment for all students, to support wellbeing and learning.

Educators are often well-positioned to identify when a student may be experiencing mental health difficulties and require support. This can include noticing changes in behaviour, recognising self-harm behaviours and enquiring sensitively about what is going on for the student. This conversation requires calmness and compassion.

For conversation prompts, refer to Implementation resource – tips for communicating with students and parents and carers (DOCX).

School wellbeing staff

Not all schools have a dedicated wellbeing leader or team, however, schools are recommended to have a staff member responsible for student wellbeing in the school such as a teacher or member of the school leadership team.

It is recommended that school wellbeing staff be the liaison for any communications with a student around self-harm behaviours and be consulted should an educator have any concern about the mental health of a student.

If a qualified wellbeing staff member, such as a psychologist, social worker, mental health nurse, mental health practitioner, occupational therapist or counsellor, is available, they can be engaged to work with the student, following appropriate consent. They can assess their mental health and the intentions of the self-harm behaviours, support the student to build other distress tolerance and coping strategies, or refer the student to support services external to the school.

School wellbeing staff may also be responsible for communicating with parents and carers and providing them with support and guidance. By, for example, providing consistent language and messaging, and helping to facilitate a positive approach to ensure the student is supported.

Primary schools – Mental health and wellbeing leaders

The Mental Health in Primary Schools initiative supports primary schools to employ a Mental Health and Wellbeing Leader, a qualified teacher, to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community. Mental Health and Wellbeing Leaders also support the school to coordinate and monitor clear referral pathways for students both internally and externally.

The role of the Mental Health and Wellbeing Leader is not to provide individualised support to students following distress, including self-harm and suicide risk, but rather to build staff capability to prevent and respond.

For further information, refer to the Mental Health in Schools policy.

School communities

A school community includes school leaders, staff, students, families and other relevant community members or organisations (for example, Outside School Hours Care (OSHC)).

All members of the school community play an important role in fostering positive mental health and wellbeing. They do this through supporting whole-school approaches to building and maintaining inclusive and positive environments for students, and promoting and encouraging positive messaging around mental health literacy and help-seeking pathways. This helps to build a culture that can facilitate optimal wellbeing outcomes for students.

For more information about whole-school approaches and departmental tools and resources, refer to the Mental health and wellbeing toolkit.

Student Support Services

The Student Support Services (SSS) team consists of psychologists, speech pathologists, social workers, occupational therapists and behaviour analysts who support schools to assist students who face barriers to learning and wellbeing. They work as part of a multidisciplinary area team to support schools in the provision of integrated health and wellbeing, providing group-based and individual support, workforce capacity building and the provision of specialised services.

An eduSafe Plus report could result in a phone call from SSS offering support and advice when responding to a critical incident, such as self-harm. School leadership may also contact their SSS Key Contact directly.

For information about how SSS works with schools, including how to access SSS support, refer to Student Support Services.

Considerations and school response principles

Schools should ensure they are prepared to respond to self-harm incidents. They may be guided by the following considerations and principles when documenting their policies, processes, roles and responsibilities to respond to self-harm incidents.

Considerations

• Supporting students, especially in primary schools, is unique due to the great variability in age and stages of development across the primary school years. Expressions of distress can vary between secondary school, as well as lower and upper primary school students.
• Family plays a crucial role in a young person’s life. Where appropriate, involve family in planning and response.
• There may be limited access to consistent wellbeing staff, counsellors and psychologists onsite, especially in primary schools. SSS can provide support to schools responding to incidents of student distress involving self-harm behaviours.
• Children and young people can feel shame around the behaviours they are engaging in to manage their distress. Using safe language about mental health helps to protect children from stigma.

School response principles

• The physical and psychological safety of all is paramount.
• Use a calm, compassionate and non-judgemental approach that validates the student’s experiences and fosters healing.
• Avoid making assumptions and reactive decision making.
• Treat each student as an individual and include their voice in school based planning.
• Share responsibility for supporting a student, rather than leaving it with only one individual.
• Maintain confidentiality for the student. Only discuss self-harm behaviours with those who need to know.
• Include relevant adults and professionals who provide care to the student when responding to self-harm.
• The responsibility for undertaking risk assessments rests with a mental health professional, either internal or external to the school.
• Follow all procedures for responding to and reporting abuse, by following the Four Critical Actions for Schools, if a staff member becomes aware that a child or young person has been abused or is at risk of abuse.
• Use culturally informed and appropriate methods of communication and subsequent supports.
• Seek support when needed, self-care is important.

Responding to self-harm incidents

Staff have a duty of care to take reasonable steps to reduce the risk of reasonably foreseeable harm to students when:

• an incident occurs during a school activity
• they are made aware that a student is at risk of self-harm or suicidal behaviour (including behaviour occurring outside of school).

This applies regardless of where the incident occurs (including all school settings, excursions and camps).

Staff must follow all procedures for responding to and reporting abuse, by following the Four Critical Actions for Schools, if a staff member becomes aware that a child or young person has been abused or is at risk of abuse.

When responding to a self-harm incident, school staff must follow the steps below.

Actions for staff responding to a self-harm incident

If the situation is an emergency:

• call an ambulance (000) immediately
• seek support from a school leader. Do not manage the situation alone
• follow the school’s emergency management plan
• follow the ‘actions for staff responding to a self-harm incident’ below.

Actions for staff responding to a self-harm incident:

• Call for help using the school’s existing emergency alert processes (for example, use a mobile phone to call for help or send 2 other students together to seek help).
• Take reasonable steps to ensure the safety of all concerned, including asking the student for any instrument that they may have used to self-harm. Do not try to disarm the student against their will – this may result in injury. In the event they refuse, contact the appropriate emergency services to ensure safety of the student, other students and staff. For more information, refer to Restraint and Seclusion.
• Follow the school’s First Aid policy. Some instances of self-harm require urgent medical attention. In the school environment, an urgent response is required if the student, for example:
  • has been poisoned, has overdosed, has made a mistake with medicines, regardless of whether symptoms are present (contact the Victorian Poisons Information Centre on 131 126)
  • is confused, disoriented or unconscious (contact 000)
  • has bleeding that is rapid or pulsing (contact 000).
• Stay with the class. Do not leave the class unattended to coordinate additional support for the student who has self-harmed. Use the school’s existing emergency alert processes.
• Stay with the student until other adult supervision is secured. Do not send the student anywhere alone. This includes to the school nurse.
• Where possible, and once other adult supervision is secured, move the student to a safe environment where further enquiry can occur in a sensitive manner, that respects their privacy and reduces the risk of vicarious trauma impacts to other students and staff.
• Notify the leadership team. Schools must report and manage self-harm incidents in accordance with their Emergency Management Plan and the department’s Managing and Reporting School Incidents (Including Emergencies) policy. The principal or their delegate is responsible for assessing the severity of the incident. They will contact the Incident Support and Operations Centre (ISOC) on 1800 126 126 to report 'High' or 'Extreme' severity incidents and receive support.
• With the support of the leadership team, check on the safety and wellbeing of students who may have witnessed or informed staff of the incident.
• Provide information for an ISOC Incident Report. Provide school leadership with concise and accurate information.

For more information, refer to the Concussion Recognition Tool (PDF) and Blood Spills and Open Wounds Management.

Further actions for leadership and/or school wellbeing staff when responding to a self-harm incident

• Principals must manage incidents according to the Managing and Reporting School Incidents (Including Emergencies).
• Assess the severity of the incident, using the Severity rating decision-making matrix (PDF).
  • For incidents assessed as ‘Low’ or ‘Medium’, report directly into eduSafe Plus (staff login required).
  • For incidents assessed as ‘High’ or ‘Extreme’, contact the Incident Support and Operations Centre (ISOC) on 1800 126 126 for support (report for support).
• Contact parents or carers unless circumstances indicate that this should not occur. This contact requires sensitivity and compassion. For more information, refer to Implementation resource: Tips for Communicating with students and parents and carers (DOCX).
  • Although students, particularly those in secondary school, may be concerned about the school making contact with their parent/carers, sharing this information with parents/carers helps promote safety and the student accessing appropriate supports. Unless circumstances indicate that this should not occur, all occasions of self-harm must be shared with parents/carers.
• Seek advice and professional assistance from school based allied health staff. Support and advice are also available from headspace, Child and youth mental health services (CYMHS) or Child and adolescent mental health services (CAMHS). Ensure appropriate consent is collected.
• You may also contact the Health and Wellbeing or SSS key contact for further support. Self-harm or suicide related reports to ISOC with a risk rating of medium or higher are passed onto SSS.
• With appropriate consent, an appropriately trained staff member or professional should undertake a suicide risk assessment. This could include staff trained in youth mental health, a SSS psychologist or social worker, an external mental health professional, GP or hospital-based doctor or psychologist. If no suitably trained staff are available, or consent is not provided, the student’s parents and carers may be supported to seek an assessment completed at hospital or by a community-based practitioner immediately.
• Get assistance to follow up on the safety and wellbeing of students who reported or may have witnessed the incident.
• Make recommendations for referral to mental health support either within the school (for example, appropriately trained wellbeing staff or SSS) or external to the school, as appropriate (for example, headspace, CYMHS or CAMHS).
• Ensure staff involved in responding to the incident are provided with information about self-care and the supports available to them. Direct staff to the Employee Wellbeing Support Services. Principals can access Principal Health and Wellbeing.
• Consider what post-incident follow-up may be required, including ongoing support for staff and students.
• School leadership may consider a Worksafe Notification (13 23 60).

Responding to a disclosure of self-harm or suicidal ideation

There may be times when a staff member learns that a student is engaging in self-harm behaviours, or has done so in the past. They could hear this from the student themselves, another student, or a professional who has worked with the student.

When there is a disclosure of self-harm, a suspicion of self-harm or a historical disclosure, staff responding must follow the same actions, as outlined above.

In any case:

• the immediate priority is ensuring the safety of the student and other students
• school leadership must report the incident on eduSafe Plus. This includes for any disclosure of self-harm, even if the self-harm has occurred in the past.

Authorised school staff can access Child Link to gain more information about a student’s circumstances and can use the Child Information Sharing Scheme (CISS) to support them to request or share relevant information to promote student wellbeing and safety. Refer to the Child Link and Child and Family Violence Information Sharing Schemes policies for further guidance.

Refer to the department’s Managing Trauma: a guide to managing trauma following a critical incident (PDF). There are also 9 Managing Trauma eLearn modules available through eduPay (search 'managing trauma' in My LearnEd).

Documentation and recording

School staff must use school-based recording and other departmental reporting systems such as eduSafe Plus (staff login required), to record all incidents of self-harm, including threats of self-harm, whether they occurred at school, offsite, during school-approved activities, or out of school hours. Schools staff must document and report all incidents reported by parents and carers or other third parties, including other students. Records must include all relevant and suitable details to support further investigation and allow for the provision of support.

All information about self-harm incidents must be kept securely to maintain privacy and confidentiality.

The Records Management policy assists schools to understand and meet requirements for creating, managing, storing, and disposing of school records, including student health and wellbeing records.

Managing communication

If a staff member has a suspicion that a student is engaging in self-harm behaviours, is made aware of a self-harm incident or a student has disclosed an incident or ongoing pattern of self-harm behaviours, it is important to provide support and follow the school’s reporting and management policies.

Support will need to be provided to the student and any peers who may be aware of the self-harm behaviours. While conversations with students about self-harm can be challenging, the aim of the interaction is to ensure safety and reduce distress. Staff members may want to seek support from the wellbeing or leadership team if they are not comfortable having these conversations alone.

Communication with the student

Following a self-harm incident, the initial priority is ensuring physical and psychological safety in the immediate environment for the student and their peers.

When school staff become aware of a self-harm incident, it is essential to enquire about the concern or evidence of self-harm in a sensitive, calm and non-judgemental way. Schools must consider who is best placed to have this conversation and any follow up conversations.

The student’s age and stage of development and their level of understanding must be considered to ensure language is used that is appropriate and accessible for them.

If an educator does not feel comfortable having the conversation with a student, they must ensure the immediate safety of the student and refer the student to school wellbeing staff for support.

When communicating with the student, staff can:

• offer the reflection that it is encouraging that they can share with their friends that they are experiencing distress but help them to understand that it may be difficult for a friend to hear. Encourage them to talk to an appropriate adult who can help them access relevant support
• reiterate that your role is to help keep them safe and that you will support them to receive the support they need to manage their distress and develop ways of coping that do not cause harm to themselves
• be honest with them that, in order to keep them safe, you need to share this information with a member of the wellbeing team.

For further guidance, refer to Implementation resource: Tips for communicating with students and parents and carers (DOCX).

Communication with other students

If other students are aware that a peer has engaged in self-harm, it is important to have a conversation with them so they can feel reassured that the student is getting the help they need. When facilitating this conversation, it is important to:

• use language that is not shaming or stigmatising
• focus on the need to keep the student and other members of the school community safe
• provide reassurance that the student is being supported in the best way possible to help them stay safe and well.

If students have witnessed another student engaging in self-harm, always follow up with those students and offer appropriate supports, including:

• directing them to school wellbeing staff, who can make referrals for further support if needed
• contacting parents/carers to inform them about what their child has witnessed. Ensuring confidentiality and privacy of other students is maintained.

When communicating with other students, you can:

• reiterate the importance of telling a trusted adult in the event they become aware of any behaviours that involves self-inflicted harm
• in the event that friends have been sworn to secrecy, help them to understand that sharing this information will offer the best opportunity to keep their friend safe
• recognise the difficult position that sharing this information will put them in and remind them of the supports that are available to them
• where appropriate, provide suggestions for supporting their friend following a self-harm incident.

Communication with parents and carers

Parents and carers must always be informed about their child’s self-harm, unless it is inappropriate to do so. For example:

• where the student is an adult and they do not consent to their parent or carer being informed
• where a student under the age of 18 has been assessed by the school as being a mature minor for the purpose of this decision and does not consent to their parent or carer being informed. For more information, refer to: Mature Minors and Decision Making
• if a staff member becomes aware that a child or young person has been abused or is at risk of abuse, staff must follow all procedures for responding to and reporting abuse, by following the Four Critical Actions for Schools.

Informing parents and carers of self-harm will usually be done by a member of the school’s leadership or wellbeing team. It is recommended communication occur in-person rather than via phone or email. Communicating with parents and carers is a crucial part of the support system and help seeking pathway for a student. It can also be a very challenging conversation and may cause distress, anxiety and fear for the parents and carers.

Adults may find it difficult to understand the concept of self-harm, particularly as it relates to younger children, and this may invalidate the experience for the student. Parents and carers may also be anxious about the association of self-harm, and the possibility their child is experiencing suicidal thoughts or behaviours. This can add to feelings of fear, shame or stigma for the child.

Where other students are aware of a peer self-harming, or engage in discussions around self-harm, schools may consider providing parents and carers with information about mental health and wellbeing and contact details for community mental health services (refer to the list on the Resources tab).

For further guidance, refer to Implementation resource: Tips for communicating with students and parents and carers (DOCX).

External communication

Communication with health services

Sometimes school staff will need to share information about a self-harm incident with health services external to the school. Authorised school staff can access Child Link to gain more information about a student’s circumstances and use the Child Information Sharing Scheme (CISS) to support them to request or share relevant information to promote student wellbeing and safety.

For more information, refer to:

• Privacy and Information Sharing
• Child Link
• Child and Family Violence Information Sharing Schemes.

Managing media requests

If the school is contacted by the media following a self-harm incident, the school must contact the department for advice and support prior to providing any comment.

If a media outlet contacts the school, it is important to:

• ask for their name and the media outlet they represent
• record their contact details (phone, email)
• contact the department’s Media Unit for support by calling 03 8688 7776.

The department’s Media Unit works closely with key areas of the department including the Legal Division and the Schools and Regional Services Group to ensure that public comments do not breach any laws.

For more information, refer to Media Requests and Attendance at Schools.

Managing social media

Content posted to social media can significantly increase the risk of exposure to a self-harm incident among people.

While it can be difficult to ascertain what information has been posted online and how to restore safety, educators are encouraged to listen out for references and engage with students regarding what they have seen and heard.

Understanding what has been posted online can provide schools and external services (such as police) with timely information about levels of risk to enable additional supports or interventions to be offered.

For information about managing social media, refer to Cybersafety and Safe Socials. For advice about reporting or removing inappropriate posts, refer to the eSafety Commissioner website.

Communicating with secondary school-aged students

This chapter includes guidance for communications with secondary school-aged students. For guidance for communications with primary school students, refer to Implementation resource – tips for communicating with students and parents and carers (DOCX).

Conditional confidentiality

When a student discloses their intent to self-harm or expresses their emotional distress through self-harm, school staff should carefully explain the limits to the student’s privacy and confidentiality. That is, that their personal and health information may be used or disclosed, even without their consent, in certain circumstances such as the following:

• to other school staff to enable school staff to appropriately manage the health, wellbeing and education of a child or group of children
• to external agencies or parents/carers if there is a serious risk to their health, safety or welfare
• to external agencies or parents/carers if there is a serious risk to another person’s health, safety or welfare
• to other school staff in order to be able to provide a suitable and safe workplace for all school staff (occupational health and safety obligations).

For more information, refer to the Privacy and Information Sharing policy.

Educators might say one of the below phrases when explaining conditional confidentiality:

• 'Anything you tell me is confidential unless I’m worried about your safety or someone else’s safety. If I’m concerned, I’ll need to tell someone like the principal because your safety is the most important thing.'
• 'Our conversation is just between you and me unless I become so worried about your safety that I need to get someone else involved. If that happens, we will discuss what details are to be shared with the principal (or another member of staff) to keep you safe.'

The table below identifies key considerations for educators when engaging a secondary school students in a conversation about their mental health and wellbeing. Seek professional support and guidance from your colleagues and avoid managing any concerns or difficulties on your own.

Supporting resource

SAFEMinds Safety Map provides a list of factors that can be used to determine the significance of the student’s emotional distress and the impact that is having on the student’s usual functioning. Recording data against each of the factors will provide you with a suggested course of action.

How to ask a student if they are self-harming

If an educator has concerns or evidence that a student is engaging in self-harm, it is essential to enquire about these thoughts and behaviours. It is also important to consider who is the most appropriate staff member to have this conversation with the student. For instance, if the student has existing relationships with any wellbeing staff in the school, this would be the most appropriate staff member to have this conversation.

Some signs that indicate a student may be engaging in self-harm include:

• inappropriate clothing for the season, such as long sleeves during high temperatures
• unexplained burns, cuts, scars or other markings on the skin
• unexplained markings on the non-dominant hand
• avoidance of events where participation requires less body coverage, such as swimming carnivals or physical education classes.

How to have the conversation

• Use open ended questions and non-judgemental language, verbal and body language to communicate your support and efforts to keep them safe.
• Demonstrate your openness and care by using positive words and other non-verbal communication as you listen to the student’s concerns. Vulnerable students will often be concerned and hesitant to disclose their thoughts and feelings of self-harm to adults for fear that they will be judged or that their experience will be too hard to handle or shocking.
• Know your personal limitations and ability to engage in this conversation.

It is important that schools have a clearly defined process for escalation and support for staff in response to a self-harm incident involving a student. This includes identifying which staff within the leadership or wellbeing teams to notify when an incident occurs and which staff will coordinate the response. Ensuring clarity regarding the roles and responsibilities of all staff will further support the early identification and improved mental health and wellbeing outcomes for students engaging in self-harm. It is recommended that all staff review and familiarise themselves with this process and required actions annually.

Student recovery and healing

Recovery and returning to school

The recovery phase includes key activities that focus on restoring safety and improving the mental health and wellbeing of students, staff and families.

Key activities include:

• planning
• identifying a support person
• considering reasonable adjustments
• ongoing monitoring and support
• supporting students completing VCE including the VCE Vocational Major (VM).

Responsibility for undertaking these activities sits with the school leadership team or school wellbeing staff, in collaboration with teaching staff. Safety planning must be undertaken by an appropriately qualified staff member. For more information, refer to Creating a Safety Plan – Be You.

Educators will be involved in the recovery and return to school phase. They should be aware of information that will enable them to support students and keep them safe (for example, who the student’s support person is, reasonable adjustments).

Recovery from self-harm is non-linear and relapse is common so total cessation may be an unrealistic measure of recovery. A student should continue to be supported with regular follow ups, and communication with family and their medical team, if appropriate.

Key activities

Recovery and return to school planning

Recovery and any return to school planning should be done in consultation with the student, their parents and carers and any mental health professionals involved in the student’s care (this may be professionals at the school or externally). This may occur through a Student Support Group using the Team around the learner framework.

Planning should consider any ongoing risks of self-harm or emotional distress, including any contributing factors in the school environment. Planning should also identify strengths and protective factors.

Considerations when planning may include:

• any ongoing risks of self-harm or emotional distress, including any challenges in the school environment
• identification of a support person (see below)
• any reasonable adjustments required (see below)
• establishment of student support group meetings.

It may be appropriate to develop a safety plan or behaviour support plan to support the student's recovery and safety. A safety plan would be developed by appropriately trained and skilled school staff (such as an allied health professional with mental health specialisation), SSS or an external mental health professional.

Planning can be useful to document strategies and outcomes so that everyone can work together to keep the student safe. Quality planning will focus on strategies to manage the student’s self-harm behaviours, and include:

• information about any ongoing risks of self-harm or emotional distress, including risks or challenges in the school environment
• ways to reduce distress
• strengths and protective factors
• a support person or people for the student
• if the student has one, necessary adjustments to the student’s Individual Education Plan
• support the student can receive in the classroom and playground
• contact details of other relevant people such as treating child psychologist
• when and where to engage with professional support
• the perspectives and voices of both the student and their parents/carers, ensuring they are actively involved in developing the plan
• a step-by-step and documented approach on what the student, parent/carer, and school will do when responding to:
  • self-harm behaviours at school
  • self-harm behaviours away from school.

Empowering a student to share their experiences of what strategies have been helpful in the past and ideas about what is going to keep them safe in the future is an important step in strengthening their help-seeking behaviours and ability to cope with adversity.

When planning for the student’s recovery, consider:

• supports that are available at school
• who the student can notify if they are distressed
• details of any extra supervision
• the process for contacting parents/carers.

This ensures the:

• student is given the opportunity to identify activities and supports that promote positive mental health and wellbeing for them
• school can create a safe and supportive environment, reducing potential risks.

Outcomes of planning must be documented. Where a student has been absent from school as a result of an incident of self-harm or a suicide attempt, a Return to school support plan (DOCX) should also be developed.

Schools can collaborate with specialist services to support outcomes for children and their families and streamline their experience across services. Schools may share information as required or authorised by law, such as to:

• meet duty of care, anti-discrimination, occupational health and safety obligations
• promote the wellbeing or safety of children, or to assess or manage family violence risk.

For more information refer to: Privacy and Information Sharing and Child and Family Violence Information Sharing Schemes.

Identify a support person

A support person, or ideally people, provides support to the student during school hours. This may be a member of staff, the leadership team, school wellbeing staff, or a combination of all of these. Where possible, it is beneficial to have the student nominate their preferred support person. Having an already established relationship is beneficial and can increase the likelihood that the student will access support if they become overwhelmed at school.

Appropriate boundaries should be put in place and all parties should be clear on when and how support people can be accessed.

School-based support staff cannot be available to the student outside the school location or hours. The student should be told about the community services available outside of school hours.

Considerations for identifying a support person may include:

• the availability of the key contact person/s (times, days and location)
• clearly defined roles and responsibilities
• a process for documenting interactions and supports offered
• a set timeframe for reviewing the supports in place.

Reasonable adjustments

Schools must carefully consider any reasonable adjustments that are needed to enable the student to participate in education. Adjustments may include:

• where appropriate, a gradual re-entry for the student, building up to returning to school full-time (note that parent/carer consent is required, refer to Student Engagement for information)
• processes for leaving class to check into a pre-determined location, if needed (for example, First Aid for medical assistance, wellbeing space for a reset or a check in).

Further adjustments for secondary students may include:

• study exemptions and/or modifications to expectations, timelines and workload
• a plan to catch up on essential missed work (for example, VCE assessment tasks)
• providing a separate space for students to complete assessment tasks, if needed.

For more information on reasonable adjustments, refer to Students with Disability.

Ongoing monitoring and support

Mental health and subsequent risk is fluid and any planning and subsequent action represents a moment in time. It is important to continue to check in with the student about their mental health and wellbeing and check planning continues to be appropriate.

Staff should be alert for any changes in the student’s behaviour, thoughts or emotions. If they are concerned, staff are encouraged to enquire sensitively and refer the student to school wellbeing staff for additional support. Staff responsible for monitoring and supporting the student must be documented on the student’s record.

It may be useful to identify a team of school staff who meet regularly to ensure the student continues to be supported. This team may consist of the student, parents/carers, teacher, SSS and school wellbeing staff.

When devising a return to school plan, it is important to offer options that the school can appropriately resource. For example, if the school offers increased supervision of the student, it is essential that resources are available to implement this strategy.

Providing the details of the supervision arrangements and any limitations to these, particularly over transitions such as break times and moving between classes, is key in ensuring the school fulfils its duty of care to the student.

If applicable, regularly reviewing the return to school plan will allow the school to make amendments to the level of supervision it is able to provide in response to the changing levels of distress experienced by the student. Special consideration should be given to any excursions or camps that are scheduled following the student’s return to school as well as other events that the student identifies as stressful. All decisions should be made in collaboration with SSS, parents/carers, the student (where appropriate) and any external mental health professional involved in supporting the student.

Supporting students completing VCE including the VCE Vocational Major (VM)

Schools may approve special provisions for both classroom learning and school-based assessments to enable students to participate in learning. For more information, refer to, Special provision for classroom learning and school-based assessment.

Special Examination Arrangements may also be approved for students with disabilities, illnesses or other circumstances that affect their ability to access the General Achievement Test (GAT) and VCE external assessments. Special Examination Arrangements applications are made to the Victorian Curriculum and Assessment Authority (VCAA) through the student’s school.
For more information, refer to, Special Examination Arrangements for VCE external assessments or email the Special Provisions team at vcaa.special.provision@education.vic.gov.au or phone 1800 205 455.

Transition from primary to secondary school or between schools

When a student who has self-harmed is transitioning to a new school, information should be shared with that school so they can provide appropriate support to the student and ensure their wellbeing and safety.

This is the case whether the self-harm behaviours have occurred recently, are ongoing, or there is a record of self-harm behaviours in the past (including years earlier).

Information must be shared in a timely manner. Consideration should be given to potential delays involved in transferring student files, in particular when the student is transitioning to a school in another network.

Another consideration is who the information should be shared with at the new school. For a student transitioning to secondary school, it may be most appropriate for the wellbeing leader to know, but not necessarily the teachers and sub-school leaders. The frequency, duration and intensity of self-harm behaviours may also help to determine what information is shared and with whom.

Information about the student’s circumstances can be shared under the Child and Family Violence Information Sharing Schemes, where the requirements for sharing are met.

For more information, refer to Information Sharing Guidance and Tools, Primary to Secondary School Transition and Enrolment policies.

Self-care for school staff

Supporting students who are experiencing significant emotional distress and may be engaging in self-harm can be stressful and leave school staff feeling emotionally fatigued. It is important that school staff seek their own support from colleagues, school leaders and professional services. Enacting your own self-care strategies and support network is also critical during this time.

Department employees and their immediate family members can access support through the Employee Wellbeing Support Services (formerly Employee Assistance Program (EAP)). For more information, refer to Employee Wellbeing Support Services.

Healthy principals are central to ensuring a positive environment for teaching and successful outcomes for students. For more information, refer to Principal Health and Wellbeing.

Self-care strategies

Self-care strategies school staff can implement include:

• looking out for signs of traumatic stress, including burnout and vicarious trauma
• making time for rest as this is critical for resilience
• spending time with family and friends
• scheduling pleasant activities and maintaining a schedule and routine
• reducing intake of stimulants (for example, coffee, alcohol, energy drinks)
• eating well-balanced regular meals to help you maintain physical and emotional wellbeing, energy and balance. There is increasing evidence linking a good diet to mental health
• incorporating physical exercise into daily routines
• using support networks at home and at school (including reaching out to personal and professional mentors)
• engaging in relaxation activities (for example, meditation or mindfulness)
• if desired, talking through experiences with a trusted friend or other support mechanisms to avoid being overwhelmed.

Staff can also access the 9 Managing Trauma eLearn modules available through eduPay (search 'managing trauma' in My LearnED).

School leaders can promote staff self-care by:

• building an environment in which mental health and wellbeing are prioritised
• supporting staff to seek and access wellbeing support services
• providing opportunities to debrief after possibly distressing events
• maintaining an open-door policy and ensuring staff know who they can talk to about their mental health and wellbeing
• promoting available wellbeing services.

For further supports and information, refer to Employee Wellbeing Support Services.

Health and wellbeing services for principals (including assistant and acting) are available. For more information, refer to Principal Health and Wellbeing Strategy.

Mental health and wellbeing and whole-school approaches

Schools play an important role in providing an education environment that is inclusive and positive and can foster the skills and capabilities required to support the mental health and wellbeing of all students.

Schools also play a role in creating a positive community that enhances a sense of connection and belonging in students. Using a whole school approach, schools can develop a safe and inclusive school environment and promote student mental health and wellbeing. This is best achieved by working in partnership with all members of the school community.

School staff must be aware of the limitations of their role. It is not the role of an educator to diagnose and determine the appropriate therapeutic intervention.

It is important that you remind the child or young person of conditional confidentiality early in the conversation, particularly if you suspect they are about to make a disclosure regarding their mental health and wellbeing.

Educators can and should engage a young person in a conversation about their mental health and wellbeing, demonstrating genuine curiosity and interest in how they are doing or feeling. Any information you gather provides an indication as to their level of emotional distress and the subsequent actions required to offer appropriate supports and ensure safety. Intervening at the earliest point where changes have been identified offers the greatest potential for improving the mental health outcomes for young people.

For more information, refer to Implementation resource – tips for communicating with students and parents and carers (DOCX).

Understanding mental health and wellbeing and its application within a school setting

The Children’s Wellbeing Continuum supports parents/carers, teachers and service providers to discuss and reflect on wellbeing. The Continuum can support health literacy, and early identification and action when children are struggling.

Children and young people will typically sit at the end of the continuum of positive mental health. They can face adversity and have the resilience to cope with daily stressors. The promotion of help-seeking messages and awareness of factors that foster positive mental health are fundamental to early intervention and prevention of future mental health difficulties.

The process of recognising where students are positioned along the continuum of mental health and engaging them in a conversation to understand the factors that are contributing to their current mental health and wellbeing is also consistent with the SAFEMinds early intervention approach of NIP it in the bud! (Notice, Inquire, Plan).

Whole-school approaches to supporting mental health and wellbeing

Adopting a whole-school approach to mental health is a universal intervention for creating a positive, inclusive and supportive school climate.

Whole-school approaches involve everyone within the school community collaboratively working together and using a consistent approach and messaging, to create a safe and supportive environment for students and staff. This involves school leaders, educators, parents/carers, students and other relevant community members or organisations (for example, OHSC), as they all play a role in supporting the wellbeing of students.

Whole-school approaches extend beyond the classroom and consider how students’ wellbeing can be supported, such as through policies, procedures, practice, staffing, the physical environment, leadership and culture.

Through the Mental Health in Primary Schools (MHiPS) program, every Victorian government and low-fee non-government primary school will receive funding to employ a mental health and wellbeing leader (MHWL) by 2026. MHWLs are qualified teachers registered with the Victorian Institute of Teaching, who work across the school to implement a whole-school approach to mental health and wellbeing for students, staff, and families based on a broad knowledge of the needs of the school community.

The Schools Mental Health Menu includes programs, staff and resources for whole-school approaches. The Menu has 3 tiers of support:

• Tier 1: Positive mental health promotion
• Tier 2: Early intervention and cohort specific support
• Tier 3: Targeted support

By implementing the Child Safe Standards, schools embed strategies, policies and practices that support mental health and wellbeing. The 11 Child Safe Standards support safety and inclusion for mental health and provide a framework for responding to child harm and abuse.

The Respectful Relationships initiative is a whole-school approach that trains teachers and supports schools to model and promote respect, positive attitudes and behaviours. It teaches children and young people to build healthy relationships and their self-confidence. Respectful Relationships embeds a culture of respect and gender equality across the entire school community.

High Impact Wellbeing Strategies (HIWS) are 7 evidence-informed strategies that have a significant effect on student wellbeing. The HIWS form part of a whole-school approach and support educators to promote student wellbeing.

School Wide Positive Behaviour Support is an evidence-based school improvement approach that helps schools to create a positive and supportive learning environment for all students. It focuses on teaching and reinforcing positive behaviours while providing targeted assistance to students who may need extra support, leading to a more successful and inclusive learning community. When implemented well, it ensures that all students receive support to maximise their behavioural, wellbeing and academic growth.

NIP it in the bud! (Notice, Inquire, Plan) – an early intervention approach

NIP it in the bud! is an early intervention approach to recognising and responding to early warning signs of depression, anxiety and emotional distress communicated through self-harm.

The approach supports the whole school community to:

• notice changes in mood and behaviour that may indicate a child is having difficulties managing emotional distress
• inquire sensitively and competently about the child’s circumstances
• plan appropriate first steps and possible referrals within or outside the school setting to support the child.

NIP it in the bud! aims to provide schools and families with the right information and approach to optimise wellbeing and minimise risks within the school setting. For additional information, refer to NIP it in the bud!

Trauma informed approaches to teaching and learning

Trauma informed practice is an evidence-based approach to enhancing student wellbeing. Creating a trauma-sensitive school ensures that all students feel safe, welcome, supported and empowered to engage in their learning.

Trauma informed practices recognise that many young people experience negative life events and that these negative experiences can impact on their behaviour, distress, communication and emotional regulation, and consequently their ability to learn. Educators who are trauma aware can proactively implement strategies and plan teaching and learning activities to support students’ growth and learning.

For more information on creating a trauma sensitive school, refer to Supporting students after distressing events or natural disasters and HITS trauma informed factsheets and resources.

Resources

Guidelines for schools

• Preventing and responding to distress in primary schools: a guide for addressing self-harm, including suicidal behaviours (DOCX)
• Preventing and responding to distress in primary schools: a guide for addressing self-harm, including suicidal behaviours (PDF)
• Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools (PDF)
  • Specialist schools may use the guidance (primary or secondary school) that best aligns with the developmental age of the students involved
• Suicide Response (Postvention)
• Schools can also access supporting resources including:
  • Responding to incidents of self-harm in primary students – step-by-step guide (DOCX)
  • Responding to incidents of self-harm in primary students – step-by-step guide (PDF)
  • Preventing and responding to distress in primary school students implementation resource – tips for communicating with students, parents and carers (DOCX)
  • Preventing and responding to distress in primary school students implementation resource – tips for communicating with students, parents and carers (PDF)
  • Preventing and responding to distress webinar

Department of Education resources

• High Impact Wellbeing Strategies– promote student wellbeing and form part of a whole-school approach
• Mental health and wellbeing toolkit – provides advice to help promote and support student mental health and wellbeing
• Mental Health in Primary Schools (MHiPS) program – provides government and low-fee non-government Victorian primary schools with funding to employ a Mental Health and Wellbeing Leader (MHWL)
• Promoting mental health and wellbeing in the school– explains School's role in Tier 1 promoting mental health and wellbeing
• Schools Mental Health Fund and Menu – supports Victorian government schools to select programs, staff and other support from an evidence-based menu
• Child Safe Standards Guidance– provides best practice advice for applying the new Child Safe Standards to better protect children and young people in all organisations that work with children
• Information Sharing and Family Violence Reforms: Guidance and Tools– support education workforces to implement the Child Information Sharing Scheme (CISS) and Family Violence Information Sharing Scheme (FVISS) in their workplaces
• SAFEMinds training is available to Victorian government primary, secondary and specialist schools staff to increase their foundational knowledge of mental health, including preventing and responding to self-harm and emerging mental health concerns

Community mental health services

• Beyond Blue – service providing mental health support
• Child and adolescent mental health services – provide specialist mental health treatment and care to children and adolescents up to 18 years of age
• eheadspace phone 1800 650 890, 9 am to 1 am AEST – service providing online and phone support
• Kids Helpline phone 1800 551 800, 24 hours a day 7 days a week – service providing support and resources for children and young people aged 5 to 25, including webchat and phone counselling
• Lifeline phone 13 11 14, 24 hours a day 7 days a week – service providing 24-hour crisis support and suicide prevention services
• Mental health services for children and adolescents– information on specific state-funded mental health services are available for children, adolescents and youth
• Orange Door– help for people who are experiencing family violence or who need support with the care and wellbeing of children and young people
• QLife– provides anonymous and free LGBTIQ+ peer support and referral for people in Australia
• ReachOut Australia– online mental health service providing chat support and resources
• Suicide Call Back Service1300 659 467, 24 hours a day 7 days a week – service providing 24/7 phone and online counselling to people affected by suicide

Online safety

• eSafety Commissioner– Australia's independent regulator for online safety

Early intervention

• SAFEMinds: Schools and Families Enhancing Minds– helps school communities apply the NIP it in the bud! (Notice, Inquire, Plan) early intervention approach
• Be You– provides educators with knowledge, tools and resources, including:
  • Mental Health Continuum
  • Wellbeing tools for educators
• NIP it in the Bud!– an early intervention approach
• Safe Socials– provides tips and resources for parents/carers and families to support students to be safe when using social media

Trauma informed practice

• HITS Trauma Informed Factsheets and Resources– a suite of resources to support teacher's classroom practice
• Managing Trauma e-Learn modules– support principals, school leadership teams and allied health staff in managing and responding to critical incidents and emergencies in schools
• Supporting students impacted by trauma– managing trauma response and recovery planning
• Managing Trauma: a guide to managing trauma following an incident (DOCX) (staff login required)– supports principals, Student Support Services (SSS) and other recovery team members to take action to manage trauma for students, staff and school community members following an incident
• Managing Trauma: a guide to managing trauma following an incident (PDF) (staff login required)

Resources for parents/carers

• Mental health and wellbeing toolkit – parents and carers– provides guidance to help strengthen your child’s mental health and wellbeing at home, and how to work with your school and seek help if you have concerns
• Beyond Blue Resource library – fact sheets, booklets and other resources to support everyone in Australia achieve their best possible mental health
• Kids Help Line Self-harm explained – explains what self-harm is and suggest things that you can do