Chloe’s Story
Chloe tentatively covers her arm and hasn't been herself in the lesson. Watch how this staff member asks about Chloe's wellbeing.
School staff are often the first professionals to notice that a young person is self-harming. You do not need to have all the answers, but providing a supportive response can help to build trust and access additional support.
As you watch the video, consider:
- How do you think the teacher felt when they noticed something of concern?
- How did the staff member offer support, even when they didn’t have all of the answers?
- Who else does the teacher mention within the conversation?
- How does Chloe respond to being asked about her wellbeing?
Open Access Research: Teacher Preparedness for Complex Situations
Salo & Kajamies (2024) explored how prepared teachers feel to address increasingly complex situations with their pupils. They surveyed 112 teachers and found they felt least prepared to address threat- and crisis-related anxiety and addictions. Key building blocks for emotionally supportive interactions include the ability to recognise pupils evolving needs, adapt support accordingly and reflect on who the pupil is, how they engage and what support they respond to.
Salo & Kajamies (2024) explored how prepared teachers feel to address increasingly complex situations with their pupils. They surveyed 112 teachers and found they felt least prepared to address threat- and crisis-related anxiety and addictions. Key building blocks for emotionally supportive interactions include the ability to recognise pupils evolving needs, adapt support accordingly and reflect on who the pupil is, how they engage and what support they respond to.
Salo, A. E., & Kajamies, A. (2024). Teacher candidates’ preparedness to address diverse situations that can threaten pupils’ well-being. Teaching and Teacher Education, 140, 104470.
