Self Harm Policy
Consultation with College Council May 2023
Approved By: Principal
Date of Review: May 2025
Page Contents
Purpose, Definitions
Recovery activities – supporting students beyond an incident
Purpose
The purpose of this policy is to provide guidance to TC staff, families and community with on responding to an incident of self-harm behaviours of a student.
Scope
This policy applies to all students at Templestowe College.
This policy should be read in conjunction with the Department of Education’s Responding to self-harm, including suicide attempts, in students: a guide to assist secondary schools
Definitions
Self-harm
Refers to people deliberately hurting their bodies with the intended outcome being to cope with the experience of distress (Headspace: What you need to know about self-harm). Intent is the defining factor differentiating a suicide attempt from self-harm.
Common types of self-harm among young people include cutting (skin on the arms, thighs or wrists), burning the skin, picking at wounds or scars, self-hitting or deliberately overdosing on medication, drugs or other substances causing harm.
For some young people, engaging in self-harm will be a once-off and for others it will become a pattern of behaviour. Self-harm is a coping strategy in response to intense emotional pain or being overwhelmed by negative thoughts, feelings or memories. While self-harm and suicide do overlap, not everyone who engages in self-harming behaviours is suicidal.
Policy
Self-harm is the umbrella term used to refer to instances where a person deliberately harms their body irrespective of the motive or suicidal intent. A person can engage in self-harm where the intended outcome is death, referred to as a suicide attempt (see Response to Attempted Suicide/Suicidal Behaviours & Ideation Policy), however this policy relates to Non-Suicidal Self Harm.
Self-harm can also occur in the absence of suicidal intent, where the intended outcome is to cope with distress. Intent is what differentiates non-suicidal self-harm from suicide and suicide attempts. 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.
Self-harm is not simply an act of ‘attention seeking’. People 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.
Self-harm is generally a sign that a person is in deep distress.
Self-Harming Incident at School
Responding to, and managing, an incident of self-harm impacting a school
Some actions may occur simultaneously, as staff take on different responsibilities. Some instances of self-harm require urgent medical attention. In the school environment, an urgent response is required if the student:
has taken an overdose or consumed poison – refer to, Victorian Poisons Information Centre (131 126)
is confused, disoriented or unconscious
has bleeding that is rapid or pulsing.
Immediate action required
Ensure safety. School staff have a duty of care to support students and to take all reasonable steps to keep all students and staff safe.
Implement the school’s Emergency Management Plan (EMP).
Contact relevant emergency services as appropriate (000).
Contact the department’s Incident Support and Operations Centre (ISOC) on 1800 126 126. The ISOC will record the incident report using the Incident Report and Information System (IRIS) and a copy of the summary report will automatically be emailed to the school principal and to relevant areas in central office and the region. For more information, refer to Reporting incidents in my school (staff login required).
If a staff member witnesses an incident, receives a disclosure or forms a reasonable belief that a child has been, or is being, abused they must follow the Four Critical Actions for Schools
Responding to a self-harm incident that is not an emergency
Where an incident occurs during a school activity, regardless of where the incident occurs, staff have a duty of care to take steps to prevent harm to everyone in the environment. This includes all school settings, excursions and camps.
Actions required
Where possible move the student to a safe environment where further enquiry can occur in a sensitive manner that respects their privacy and reduces vicarious trauma impacts to students and staff.
Once the student is in a safe environment, request that the student hand over any instrument that may assist them to self-harm. If they refuse, contact the appropriate emergency services to ensure safety of the student and staff. For more information, refer to: Restraint and Seclusion Policy.
If possible, arrange for the student to apply first aid immediately under supervision of an appropriate staff member (for example, school nurse or trained first aid officer) if required. It is beneficial to encourage the student to apply first aid, such as dressing wounds themselves, as this encourages self-care rather than self-harm. Encouraging the student to cover their wounds, regardless of severity, is recommended to reduce distress among students.
Notify the TC leadership team and the students Community Executive Team. It is a requirement of the department that all incidents of self-harm, suicidal ideation and attempted suicides are reported to ISOC 1800 126 126.
Contact parents or carers (unless this puts the student at more risk. In this case protective services should be notified. It is essential that this contact be approached with sensitivity and compassion. In most instances, this communication is best undertaken by a member of the wellbeing team, SSS or a member of the leadership team. Although students may be concerned about the school making contact with their parent/carers, self-harm should be shared with parents/carers in order to promote safety and accessing appropriate supports.
Seek advice and professional assistance from SSS, headspace, Child, Youth Mental Health Service and/or the students existing mental health team.
Get assistance to follow up on the safety and wellbeing of students who may have witnessed or have reported the self-harm.
An appropriately trained staff member or professional (Member of the TC Specialist Wellbeing Team, SSSS staff, an external mental health professional, GP or hospital-based doctor or psychologist) should undertake a suicide risk assessment. If no suitably trained staff are available, the student’s parents or carers should be directed to have an assessment completed at hospital or by a community-based practitioner immediately.
We highly recommend that any student experiencing self-harm behaviours/thoughts visit with their mental health professional or GP. If the student has an existing relationship with a Mental Health Professional, we highly encourage the student and/or their parent/carer to inform them of the incident and obtain consent for the school to communicate directly with the clinician.Make recommendations for referral for mental health support either within the school or external to the school as appropriate. We highly recommend that any student experiencing self-harm behaviours/thoughts visit with their mental health professional or GP professional for a full psychological assessment as soon as possible.
Consider a Worksafe Notification (13 23 60).
Ensure there is a debrief for all staff involved in responding to the incident and that they are provided with information about self-care and the supports available to them.
Consider what post-incident follow-up is required, including ongoing support for staff and students.
Self-Harm Incidents Outside of School
If an incident of self-harm has occurred outside of the school, a student may return soon after this, or they may be away for a period of time. Either way once the school is aware of the incident the school response should be initiated to ensure the student has the required supports in place. This process also informs the school about the current level of risk, any key risk factors and importantly, what other supports the student has available for ongoing care.
Safety Planning - We highly recommend that any student experiencing self-harming behaviours/thoughts visit with their mental health professional or GP. If the student has an existing relationship with a Mental Health Professional, we highly encourage the student and/or their parent/carer to inform them of the incident and obtain consent for the school to communicate directly with the clinician.
A Return to School Plan
Risk Assessment
In most cases, self-harm is not a suicide attempt. However self-harm and suicide are sometimes directly linked, such as in the case of a suicide attempt. Although 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 (Member of the TC Specialist Wellbeing Team, SSSS staff, 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.
It is also important to remember the physical severity of the self-harm is not a good indicator of suicidal intent because children and adolescents may be unaware of the seriousness of the risks associated with cutting, burning or hitting themselves, nor are they knowledgeable about the toxicity of supposedly harmless substances such as paracetamol.
If the self-harm has caused other students or staff to be distressed, offer them appropriate supports, check the safety of each individual and contact their parents/carers if appropriate.
Recovery Activities - Supporting Students Beyond an Incident
The recovery phase refers to key activities that focus on restoring safety and improving the mental health and wellbeing of students, staff and families. A successful transition may impact on decreasing the risk of ongoing self-harm behaviour of the young person.
Key activities in this phase are:
safety planning
return to school planning
identifying a support person
consideration of reasonable adjustments to the student’s program
ongoing monitoring and support self-care for school staff.
Planning should be done in consultation with the student, the parents/carers and any mental health professionals involved in the student’s care. Planning should consider any ongoing risks of self-harm or emotional distress, including any triggers or challenges in the school environment. Planning should also identify strengths and positive and protective factors.
Keeping a young person safe following an incident of self-harm is a shared responsibility of the individual student, family and friends, school and mental health providers. It is essential that decisions are made collaboratively, and that the student’s voice is at the centre of these conversations.
Self-Harm Safety Plan
A safety plan should be completed following an incident of self-harm. This ensures:
the student is given the opportunity to identify activities and supports that promote positive mental health and wellbeing for them
the school can create a safe and supportive environment, reducing potential triggers.
If the student has been absent from school because of a significant self-harm incident, careful planning for their return to school is an important step to creating a safe and supportive environment. A robust return to school plan should be developed alongside the safety plan.
Return to School Plan
A Return to School Support Plan aims to ensure the best possible re-integration, safety, care and support for a student who is returning to school following a suicide attempt or mental health difficulties. A support plan should include strategies that aim to keep the student safe, supported and connected with staff and peers. The plan is ideally negotiated with the student, parents/carers, school wellbeing staff and any mental health professionals involved in the students’ care before the student returns to school. If this has not occurred, then Specialist Wellbeing Staff and Community Executive Teams should complete a Return to School Support Plan as a priority when the student returns to school.
Identify a support person/s
The student should also be offered support upon their return to school. This may involve a member of teaching staff, the CET or SWS team, or a combination of these.
Where possible, it is beneficial to have the student identify who they would nominate as their support person. Having an already established relationship is going to be beneficial and increase the likelihood that they access support if they become overwhelmed at school. It is best if 2 or more people can be offered as support people to distribute the care and preserve the wellbeing of those staff involved in supporting the student.
The support offered at school will complement the support provided by the student’s family and should work collaboratively with any external mental health professionals involved in their care.
Reasonable adjustments
School staff should carefully consider any reasonable adjustments that are needed to enable the student to participate in education.
With everyone’s consent, adjustments may include:
a gradual re-entry with a focus on the student gradually returning to school full-time
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
permission to leave class when required to check into a pre-determined location (for example, First Aid), if needed.
Where external services are involved in providing support to the young person, particularly in the case that the incident was a suicide attempt, consulting with them regarding how best to approach the return to school further aids the process and ensures that the school can continue to be a positive and supportive environment, contributing to the student’s recovery and improved mental health.
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.
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 examinations.
Ongoing monitoring of student safety and wellbeing
In addition to implementing the student’s safety plan and return to school plan, it is important to continue to check in with the student to ascertain their mental health and wellbeing.
Encourage staff to be alert for any changes they observe in the student’s behaviour, thoughts or emotions during class and to follow the school’s process for enquiring sensitively. Staff who are concerned about the student’s wellbeing should refer the student for additional support from the wellbeing support team at the school.
Information sharing with school staff
It is important for the young person to know how communication within the school will be managed. School staff should be reminded at all times of the young person’s rights to privacy, confidentiality and respect. The key contact person should co-ordinate a ‘release of information’ to be signed by the parents and mental health service, so that all parties can openly communicate to provide the best possible support for the young person.
Supporting Others
If the self-harm has caused other students or staff to be distressed, offer them appropriate supports, check the safety of each individual and contact their parents/carers if appropriate.
If a student has shared information about a self-harm incident or an ongoing pattern of self-harming behaviour with their friends, it is important to provide support to the student and the peers who are aware of it. Conversations about self-harm can be complex and can require clinical skills. It is recommended that the school wellbeing team and/or SSS hold the responsibility for these interactions.
Staff can also be impacted by a disclosure or knowledge of a suicide incident involving a student. In this instance, it is important to remind staff of the support available via the EAP and encourage them to access their existing support network and self-care strategies.
Social Contagion
Social contagion may occur when other children and young people are aware of, and are influenced by, their peers’ self-harming behaviour, either through directly witnessing the behaviour or seeing photos or wounds after the event. This contagion may involve some encouragement among peers to join in the behaviour to increase their sense of belonging to a group or perhaps to demonstrate empathy for a distressed friend.
Research indicates that 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.
It is important that staff assisting the young person are non-judgmental and do not use shaming or blaming language. (Beyond Blue – Self-harm and self-injury guide for parents - factsheet)
Covering wounds/scars
It is recommended that the student is encouraged to hygienically dress and cover self-harm wounds, by using bandages and wearing long-sleeved clothing. This will protect their healing wounds, their privacy, and reduce the risk of self-harm being employed as a coping strategy by others. This recommendation is not about shame, but allowing time and space for the wound to heal and for the student to plan how or if they wish to share their narrative.
However, if a student chooses not to cover their scars, a detailed discussion should happen with the young person to help manage their needs, expectations and to highlight and plan for potential reactions they may receive.
If their wounds are exposed, they need to be aware that others may make comments, etc., and the school cannot prevent that. If the young person is choosing to wear clothing that exposes their wounds, they need to be prepared for this. It’s not the school’s responsibility to deter others from having normal reactions to the wounds. Instead, the key person working with the young person can help them come up with a repertoire of ready responses.
Communication of this policy
This policy will be communicated to our school community in the following way:
Available publicly on the school website
Annually referenced in Next Week @TC
Hard copy available from school administration upon request
Further information and resources
The Department’s Policy and Advisory Library (PAL):
DET Return to School Plan Template
Related TC Polices:
Other related information: