Qualitative study on teachers' psychological experience and coping styles regarding adolescents with non-suicidal self-injury behavior.

BACKGROUND

The increasing prevalence of psychological challenges among adolescents highlights the pivotal role of educators in supporting their mental health. However, research on teachers' involvement in addressing non-suicidal self-injury (NSSI) behaviors in teenagers remains scarce both domestically and internationally.

OBJECTIVE

This study aimed to explore adolescent NSSI behaviors from the perspective of educators, identify potential contributing factors, and examine the strategies teachers employ when confronted with such behaviors. Additionally, it investigated the complex emotional responses and motivations underlying teachers' handling of these issues, with the goal of promoting communication among families, schools, and communities to address adolescent NSSI. In summary, this study contributes to foundational insights for future research.

DESIGN

This qualitative, descriptive study used purposive sampling to select teachers who had encountered adolescents engaging in NSSI behaviors. Semi-structured, in-depth interviews were conducted to capture their responses. Data were analyzed and synthesized using Colaizzi's seven-step method.

SETTING

The study was part of a mandatory initiative sponsored by the Nantong Science and Technology Bureau and conducted across primary and secondary schools in Nantong.

PARTICIPANTS

Fifteen teachers from seven schools in Nantong, each with experience in handling adolescents exhibiting NSSI behaviors, participated in the study.

RESULTS

Teachers' psychological experiences and coping strategies for addressing adolescent self-harm behaviors were categorized into five themes: Family dynamics-emotional breakdown and educational dysfunction as sources of trauma; Social ecology-the compounded effects of digital risks and peer contagion; Teacher response-intergenerational gaps in self-harm interventions; Teacher psychology-emotional conflicts and professional burnout; School psychological support-limitations in resources and disparities in capabilities.

CONCLUSION

Adolescent NSSI requires widespread attention. Key strategies include enhancing parental education, providing comprehensive support, and raising societal awareness. Teachers must receive specialized training to manage self-injury incidents effectively. Furthermore, schools should prioritize the development of psychological professionals through competency-based training, while safeguarding teachers' physical and mental well-being. Implementing these strategies can reduce the occurrence of adolescent NSSI, promote overall well-being, and contribute to family stability.