Loading...
Girls with autism: Addressing self-harm
Citations
Altmetric:
Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research case study was conducted in a mainstream primary school to address self-harming behaviours among girls with autism. The research focused on developing a collaborative, personalised approach to emotional regulation, involving a 'Team Around the Child' and integrating home-school partnerships.
Aims: The study aimed to explore how a collaborative approach between home and school could empower pupils to regulate their emotions and reduce self-harming. It sought to identify triggers, understand pupil perspectives, and implement strategies that promote emotional well-being and self-help.
Methods: The research employed an action research framework, primarily centred on a series of planned cycles that allowed the investigation and refinement of practices based on ongoing findings. A significant strategy identified was the creation of a'Hope Box', a personalised resource developed collaboratively with the students to support their emotional well-being. Ethical consent for the anonymous publication of data was secured from all participants involved in the study.
Findings: The research found that self-harming incidents were often linked to specific times, relationships, and transitions. The Hope Box, in particular, proved effective in initiating reflective conversations and promoting positive emotional connections. Structured support, consistent scripts, and co-regulation strategies led to improved emotional regulation and a reduction in incidents. A classroom move for one pupil significantly reduced self-harming. Staff noted increased pupil independence in choosing self-help strategies.
Implications: Other educators may gain insights from the methodologies applied in this study, especially regarding the collaborative creation of personalised emotional support tools. The approach emphasises the importance of context-specific strategies and continuous reflection in supporting students with autism and self-harming behaviours, highlighting the potential of collective team efforts in fostering emotional well-being. Such practices could inform further developments in inclusive educational settings, offering a framework that is adaptable across varying contexts.
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), autism, self-harming, emotional regulation, personalised support, parent partnership