Research Assistant National Institute of Mental Health North Potomac, Maryland, United States
Background: Non-suicidal self-injury (NSSI) is defined as harming one’s own body without suicidal intent. Rates of NSSI are highest among adolescents, with prevalence rates especially increasing from age 12 onwards and peaking at ages 15-17. Adolescents who engage in NSSI are at higher risk for other negative mental health outcomes such as depression and suicidal ideation. While positive connections to school and peers have shown to be potential protective factors against emotional and behavioral problems, there are few studies exploring their association with NSSI. Prior research has also shown that adolescents who identify as female or a gender minority have significantly higher rates of NSSI. However, how gender differences can influence the relationship between NSSI and peer connectedness is understudied. Given the limited research on evidence-based school intervention and peer education programs targeting NSSI specifically, better understanding of the association between peer/school support and NSSI can inform future practices. Additionally, examining the moderating role of gender in this relationship can pinpoint whether tailored programs are necessary rather than one-size-fit-all solutions. Objective: Aim 1. Describe past-year NSSI frequency in different gender and age groups Aim 2. Analyze how gender moderates the association between NSSI and school/peer connectedness Design/Methods: This is a secondary analysis of study 1 of the Emergency Department Screen for Teens at risk for Suicide (ED-STARS) study, which is an ED-multisite instrument development study for the Computerized Adaptive Screen for Suicidal Youth (CASSY). 6261 participants aged 12-17 from 14 emergency departments completed questions on demographics, NSSI frequency in the past 12 months, and two-item Likert scales on school (e.g. “I have friends I’m really close to and trust completely.”) and peer connectedness (e.g. “You feel like you are a part of your school”). Multiple logistic regressions will assess the relationship between school/peer connectedness, gender, and NSSI.
