Initio Self harm Prevention and Intervention Toolkit

This toolkit outlines Initio Learning Trust’s commitment to the safety and well-being of all students. We recognise that self-harm is a complex issue that can affect individuals of all ages and backgrounds. This guidance aims to provide a framework for preventing self-harm, identifying students at risk, and providing appropriate support and intervention.

This toolkit will be reviewed annually or as needed to ensure its effectiveness and relevance.

Definition of Self Harm

Self-harm is defined as any deliberate act of harming oneself, regardless of the method or severity. This can include, but is not limited to:

cutting, burning,
scratching,
hitting oneself,
hair pulling,
poisoning.

It is important to understand that self-harm is often a coping mechanism for emotional distress and is not necessarily a suicide attempt.

Prevention Strategies

Initio Learning Trust Schools will implement the following strategies to prevent self-harm:

Promoting Positive Mental Health: Integrating mental health awareness and emotional well-being into the curriculum and school activities.
Creating a Supportive Environment: Fostering a culture of respect, empathy, and open communication where students feel safe to express their feelings and seek help.
Building Resilience: Teaching students coping mechanisms, problem-solving skills, and strategies for managing stress and difficult emotions.
Educating Staff: Providing training to all staff members on recognising the signs and symptoms of self-harm, how to respond appropriately, and the Trust’s policy and procedures.
Raising Awareness Among Students: Providing age-appropriate information and resources about mental health and self-harm.
Involving Parents/Guardians: Communicating with parents/guardians about mental health and providing resources and support.

Early Identification: Implementing systems for identifying students who may be struggling with their mental health and are at risk of self-harm.

Roles and Responsibilities

All Staff: To be aware of the signs and symptoms of self-harm, follow the school's procedures when concerns arise, and promote a supportive school environment.
Designated Safeguarding Lead: To oversee the implementation of this guidance, provide advice and support to staff, and liaise with external agencies.
School Counsellor/Mental Health Support Staff: To provide direct support and counseling to students, conduct risk assessments, and develop support plans.
Parents/Guardians: To be informed about the school's guidance, work collaboratively with the school to support their child, and seek professional help when needed.
Students: To be aware of the support available to them and to seek help if they are struggling.

Confidentiality

Information regarding a student's self-harm will be treated with confidentiality, shared only on a need-to-know basis with relevant school staff and parents/guardians, and in accordance with data protection regulations. However, the safety and well-being of the student will always be the priority.

Identifying students at risk

Staff members will be vigilant in observing and identifying students who may be at risk of self-harm. Indicators may include, but are not limited to:

Physical Signs: Scars, cuts, burns, unexplained injuries, wearing long sleeves or clothing in warm weather to cover injuries.
Behavioral Changes: Withdrawal from social activities, changes in mood or behavior, increased irritability, sadness, anxiety, changes in eating or sleeping patterns, difficulty concentrating, expressing feelings of worthlessness or hopelessness.
Verbal Cues: Talking about wanting to hurt themselves, expressing feelings of being overwhelmed, hopeless, or trapped, making statements about not wanting to live.
Changes in Academic Performance: A decline in grades or lack of engagement in schoolwork.
Social Media or Online Behavior: Expressing distress or suicidal ideation online.

Responding to Concerns

If a staff member has concerns that a student may be at risk of self-harm, they will follow these procedures:

Remain Calm and Supportive: Approach the student in a calm and non-judgmental manner.
Listen Actively: Provide a safe space for the student to talk and express their feelings.
Do Not Promise Confidentiality: Explain that you need to share this information with designated school personnel to ensure their safety.
Report the Concern: Immediately report the concern to the designated member of staff (e.g., Designated Safeguarding Lead, Head of Year, School Counselor).
Document the Incident: Record the details of the concern, including observations, conversations, and actions taken.

Training and Awareness

All staff members will receive regular training on:

Identifying the signs and symptoms of self-harm.
Responding appropriately to disclosures and concerns.
The school's self-harm policy and procedures.
Promoting positive mental health and well-being.

Students will also receive age-appropriate information and awareness sessions about mental health and self-harm.

Intervention and support

Initio Learning Trust schools will provide the following support and intervention for students who are identified as self-harming:

Initial Assessment: The designated staff member will conduct an initial assessment to understand the student's needs and level of risk.
Pastoral Support: Providing emotional support and a safe space for the student to talk.
Informing Parents/Guardians: Contacting parents/guardians to share concerns and involve them in the support process (unless doing so would put the student at further risk).
Developing a Support Plan: Working with the student, parents/guardians, and relevant staff to develop an individualised support plan. This may include:
- Regular check-ins with a designated staff member.
- Access to counseling or mental health support within the school.
- Referrals to external mental health services if necessary.
- Strategies to manage difficult emotions and develop coping skills.
Risk Assessment: Conducting a risk assessment to determine the level of immediate danger and the need for further intervention.
Collaboration with External Agencies: Working with local mental health services, child and adolescent mental health services (CAMHS), and other relevant agencies as needed.

Supporting documents can be found below

First and Primary Resources

Copy of First/Primary - Big Feelings & Hurting Behaviours Scale

Big Feelings & Hurting Behaviours Scale

Copy of First/Primary - Healthy Ways to let big feelings out

Healthy ways to let big feelings out

Copy of First/Primary - Big Feelings & Hurting Behaviours - Parents Guide

Helping your child with big feelings & hurting behaviours - A guide for parents and carers

Middle and Secondary Resources

Copy of Middle/Secondary - Self harm scale

Self Harm Scale

Copy of Middle/Secondary - Distraction Techniques

Distraction Techniques

Copy of Middle/Secondary - Self Harm: A guide for Young People

Self-Harm - A guide for young people

Copy of Middle/Secondary - Self harm questions scripts

Self-Harm Conversations scripts/Prompts

Copy of Middle/Secondary - Self Harm: A guide for Parents and Carers

Self-Harm A guide for parents and carers