Previous research suggests that nonsuicidal self-injury (NSSI; the intentional destruction of bodily tissue without suicidal intent) occurs among elementary-aged children. However, it remains unclear to what extent elementary school educators encounter NSSI among students and how they respond. Therefore, this study investigated cross-national differences in Canadian and Belgian elementary school educators' knowledge of, and experience with NSSI among students. More specifically, elementary school educators' perceived reasons and supportive needs of students who engage in NSSI, as well as their own professional development needs, were explored. In total, 181 elementary school educators across Canada (n = 63) and Belgium (n = 118) were recruited through teacher association listservs and by school administrators who distributed the study information to school staff. Chi-square tests revealed that Canadian elementary school educators had more often encountered NSSI among their students than Belgian educators, although Canadian and Belgian school educators' similarly reported feeling ill-equipped to deal with NSSI among students. Thematic analyses revealed that educators believe elementary-aged students engage in NSSI because of various intrapersonal (e.g., low self-esteem) and interpersonal stressors (e.g., bullying). Moreover, the majority of educators would like professional development to more effectively respond to students. Implications for schools and future research are discussed.

中文翻译：

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小学非自杀性自残：学校教育工作者的知识和专业发展需求

先前的研究表明，非自杀性自伤（NSSI；没有自杀意图的故意破坏身体组织）发生在小学生中。然而，目前尚不清楚小学教育工作者在多大程度上遭遇学生 NSSI 以及他们如何应对。因此，本研究调查了加拿大和比利时小学教育工作者对学生 NSSI 的了解和经验的跨国差异。更具体地说，我们探讨了小学教育工作者对参与 NSSI 的学生的感知原因和支持需求，以及他们自己的专业发展需求。加拿大 ( n  = 63) 和比利时 ( n = 118)总共 181 名小学教育工作者 是通过教师协会列表服务以及学校管理人员向学校工作人员分发研究信息招募的。卡方检验显示，加拿大小学教育工作者比比利时教育工作者更经常遇到学生中的 NSSI，尽管加拿大和比利时学校教育工作者同样报告称自己没有能力应对学生中的 NSSI。主题分析显示，教育工作者认为小学生参与 NSSI 是因为各种内心（例如低自尊）和人际压力源（例如欺凌）。此外，大多数教育工作者希望专业发展能够更有效地回应学生。讨论了对学校和未来研究的影响。