COSTA, L. C. R.; et al. Autolesão não suicida e contexto escolar: perspectivas de adolescentes e profissionais da educação [Non-suicidal self-injury and school context: perspectives of adolescents and education professionals]. SMAD, Revista Eletrônica Saúde Mental Álcool e Drogas (Edição Em Português), 16(4), p. 39-48, 2020.
Available on: https://doi.org/10.11606/issn.1806-6976.smad.2020.168295
Objective: to understand the relation between the school context and Non-Suicidal Self Injury (NSSI) from the perspective of adolescents who self-injured and their education professionals. Method: a qualitative research whose participants were 8 adolescents who self-injured, and 15 education professionals from a school in the inland of São Paulo. Data collection with the adolescents was performed through individual interviews using The Thematic Drawing-and-Story Procedure. The methodological strategy used with the professionals was a Focus Group, using a Field Diary. The data were analyzed by Thematic Analysis; the theoretical framework was Winnicott’s psychoanalytic theory. Results: the themes “The (non) place of suffering at school” and “Actions to face NSSI at school” emerged. The data demonstrated the existence of an unhealthy environment for adolescent development, unfriendly in the face of bullying and NSSI. The actions taken by the school, although little legitimized by the professionals, were reported as support for coping with NSSI by the adolescents. Conclusion: the present study brings important contributions to comprehensive adolescent mental health care, since inter-sectorality is inherent in this aspect. The health-school interface still needs efforts to become effective in practice; this study provides subsidies for this improvement.