Evidence Base
Burn, A. M., Hall, P., & Anderson, J. (2024). A web-based training program for school staff to respond to self-harm: design and development of the supportive response to self-harm program. JMIR formative research, 8(1), e50024.
This paper describes how SORTS was coproduced with stakeholders to ensure that the intervention meets their requirements.
Using a user-centered design and person-based approach, the SORTS prototype was informed by:
- A review of research literature, existing guidelines, and policies
- Coproduction discussions with the technical provider and subject matter experts (mental health, education, and self-harm)
- Findings from focus groups with young people
- Coproduction workshops with school staff
Thematic analysis using the framework method was applied. The findings showed that there is a clear need for a web-based training program about self-harm in schools, and the proposed program content and design were useful, practical, and acceptable.
Colville, L., Anderson, J. K., & Burn, A. M. (2024). How schools can respond to pupils who self-harm: a qualitative study with young people and school staff. Emotional and Behavioural Difficulties, 1-15.
This study explored the expectations of young people and the needs of staff when responding to self-harm.
Twenty semi-structured interviews were conducted with nine young people and 11 school staff. Interviews were analysed using reflexive thematic analysis.
Three key themes were identified
- Lack of knowledge and confidence to appropriately respond to self-harm
- Systemic barriers and facilitators to help-seeking in schools
- Positive relationships facilitate help-seeking
Pierret, A. C., Anderson, J. K., Ford, T. J., & Burn, A. M. (2022). Education and training interventions, and support tools for school staff to adequately respond to young people who disclose self‐harm–a systematic literature review of effectiveness, feasibility and acceptability. Child and adolescent mental health, 27(2), 161-172.
This systematic review investigated the effectiveness, feasibility and acceptability of training interventions and support tools intended to equip school staff with skills and knowledge to adequately respond to students’ disclosure of self-harm.
Eight studies were included, all of which evaluated interventions/tools that were highly effective in terms of an increase in knowledge, skills and confidence of staff in responding to self-harming youth.
The review found that future studies should focus on maintaining knowledge, confidence and comfort levels over time, and determine the feasibility of interventions/tools with different staff cohorts and across school settings, as well as address outcomes for students.
All research at the Department of Psychiatry in the University of Cambridge is supported by the NIHR Cambridge Biomedical Research Centre (NIHR203312) and the NIHR Applied Research Collaboration East of England. The views expressed are those of the author(s) and not necessarily those of the NIHR or the Department of Health and Social Care. Drs Burn and Anderson were supported by the NIHR Applied Research Collaboration East of England.
