Self-Harm and Attempted Suicide Response

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.