What should schools do about self-harm and suicide risk?

What KCSIE 2026 says

Keeping children safe in education (KCSIE) 2026 has a substantially updated mental health section. It makes three points every member of staff needs to know.

1. Mental health can become a safeguarding concern. Mental health problems “can, in some cases, develop into safeguarding concerns”, including “self-harm, suicidal ideation or risk of suicide”. They can also be a sign that a child “has suffered or is at risk of suffering abuse, neglect or exploitation” (paragraph 47).
2. Staff don’t diagnose, but they notice. Only trained professionals should diagnose. School staff see children every day and are well placed to spot change (paragraph 48).
3. Act through the child protection policy. If a mental health concern is also a safeguarding concern, staff should follow the policy and speak to the DSL or a deputy (paragraph 50).

KCSIE also names online content promoting self-harm and suicide as a “content” risk (paragraph 165).

Signs staff might notice

KCSIE paragraph 48 lists possible warning signs:

• significant changes in behaviour
• ongoing difficulty sleeping
• withdrawing from social situations
• not wanting to do things they usually like
• physical signs of self-harm or neglecting themselves

Paragraph 49 adds that not every child with these signs is suicidal or has a mental health problem. The point is to notice, offer support early and pass it on. One member of staff rarely sees the whole picture. Several small observations, logged by different adults, often do.

When a pupil tells you

Most disclosures come to the adult a pupil trusts, not the DSL. If a pupil tells you they are self-harming or having thoughts of suicide:

• Stay calm and listen. Take what they say seriously. KCSIE says children should never be made to feel they are causing a problem or should feel ashamed (paragraph 15).
• Don’t promise to keep it secret. Explain that you will need to tell the people who can help (paragraph 14).
• Get first aid for any injury, from a trained first aider.
• If they are in danger now, call 999 or arrange for them to go to A&E with a parent or another suitable adult (paragraph 50).
• Tell the DSL or a deputy straight away, and before the pupil leaves school.
• Write it down as soon as you can: what you saw, what they said in their own words, when and where. Don’t add your own interpretation.

If the pupil needs urgent help that isn’t an emergency, KCSIE says staff can use NHS 111 online, or call 111 and choose the mental health option (paragraph 50).

When it becomes a referral

The DSL decides what happens next. The options include support inside school, a referral to mental health services, a Family Help assessment, or a referral to children’s social care.

The DSL should consider a referral to children’s social care when:

• the self-harm or distress may be linked to abuse, neglect or exploitation
• parents or carers can’t or won’t keep the child safe
• telling parents could put the child at greater risk

KCSIE paragraph 229 says the DSL should consider telling parents or carers to support the child’s wellbeing, “where doing so would not place the child at additional risk”. Annex B asks the DSL to work with the senior mental health lead, and with the Mental Health Support Team where there is one, when safeguarding concerns are linked to mental health.

Record the decision and the reason for it, including a decision not to refer.

The whole school approach

KCSIE paragraphs 226 to 234 set out the wider role of schools:

• Four roles for staff: promoting wellbeing and preventing mental illness, spotting problems early, making sure early support is given, and referring to specialist services (paragraph 228).
• A senior mental health lead, whom most schools have, to lead a whole school approach (paragraph 230). The DfE’s guidance page lists training and peer support for the role. The training grant has ended.
• A whole school approach, as set out in Promoting children and young people’s mental health and wellbeing from the Office for Health Improvement and Disparities and the DfE (paragraph 231).
• Mental Health Support Teams, which are being rolled out to all schools and colleges, and other local services (paragraph 232).
• The DfE’s 2018 advice, Mental health and behaviour in schools, is still on GOV.UK and KCSIE still links to it. It helps staff see when behaviour may be linked to a mental health need.
• KCSIE also points to the NHS Every Mind Matters advice and the Hub of Hope directory of local services (paragraph 234).

Any interventions should be “evidenced as safe and effective” and suit the age group (paragraph 49).

Teaching about suicide

The RSHE statutory guidance in effect from 1 September 2026 asks secondary schools to consider how to address suicide prevention safely (paragraph 43). Before teaching about suicide directly, schools should consult mental health professionals and train staff (paragraph 44). Teachers should never discuss methods, and should avoid emotive language, videos or images (paragraph 44). If a lesson raises concerns about a pupil, staff must follow safeguarding procedures (paragraph 47).

If a pupil dies by suicide

The Samaritans Step by Step service supports schools after a suspected or attempted suicide, including how to reduce the risk to other pupils. Schools can call 0808 168 2528 free.

Support lines to share

Check the numbers on your posters, planners and website. These were confirmed on each organisation’s site on 20 October 2026:

• Samaritans: call 116 123, free, 24 hours a day
• Childline, for anyone under 19: call 0800 1111, free, 24 hours a day
• Shout: text SHOUT to 85258, free, 24 hours a day
• NHS 111: online, or call 111 and choose the mental health option
• 999 or A&E if a life is at risk

Papyrus HOPELINE247 has closed. Papyrus Prevention of Young Suicide went into administration on 7 September 2026, and its administrators say HOPELINE247 is no longer operating. Many school materials still list it, so remove the number and replace it with the lines above.