Perceptions of School Staff Related to Non-Suicidal Self-Injury (NSSI) Research: Implications for Promoting School Mental Health

Ana Radanović; Isidora Micić; Marija Trajković; Marina Kovačević Lepojević; Jelica Milojčić

doi:10.23947/2334-8496-2026-14-1-037-047

Авторы

Ana Radanović Institute for Educational Research, Belgrade, Serbia https://orcid.org/0000-0002-6322-5165
Isidora Micić Institute for Educational Research, Belgrade, Serbia https://orcid.org/0000-0002-7266-7248
Marija Trajković Institute for Educational Research, Belgrade, Serbia https://orcid.org/0000-0001-5555-1780
Marina Kovačević Lepojević Institute for Educational Research, Belgrade, Serbia https://orcid.org/0000-0002-4780-1716
Jelica Milojčić Institute for Educational Research, Belgrade, Serbia https://orcid.org/0000-0001-6088-8417

DOI:

https://doi.org/10.23947/2334-8496-2026-14-1-037-047

Ключевые слова:

non-suicidal self-injury (NSSI), school staff, researchers, Serbia

Аннотация

Although non-suicidal self-injury (NSSI) is recognized as a significant concern among adolescents worldwide, research on school-based responses remains limited, particularly in developing countries such as Serbia. Schools often lack mental health resources, clear protocols, and support for staff, leaving teachers feeling isolated and unprepared to manage NSSI. Collaboration between researchers and practitioners in improving conditions for adequate response is highly important. Therefore, it is essential to examine how practitioners perceive it. This study aimed to explore school staff perceptions about the role of the research in addressing NSSI within school context. Sample consisted of 556 school staff members (84.2% female; Mage = 45.51 years) in Serbia who were asked why researchers should explore school staff experiences with students who engage in NSSI. Responses were analyzed using qualitative content analysis. Four main categories emerged: NSSI knowledge, Prevention, Identification and early intervention, and Treatment. NSSI Knowledge captures teachers’ understanding of the need for exploring prevalence, key factors and causes of NSSI, while Prevention points to the need for training and increased NSSI awareness in schools. Identification and early intervention emphasize participants’ role in recognizing signs, mobilizing resources, and following clear protocols. Treatment refers to ways of supporting students who engage in NSSI. Overall, school staff recognize NSSI as a significant issue and perceive themselves as frontline responders but highlight the need for greater support in fostering their competencies, getting wider access to the resources, and institutional support for effective prevention and intervention.

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