Between care and curriculum: the role of physical education in the prevention of self-injury in adolescence

Abstract

Non-suicidal self-injury constitutes a multifactorial phenomenon involving developmental, emotional, and sociocultural dimensions, which challenges the school context and demands preventive strategies grounded in guiding materials. This study aimed to identify and analyze booklets addressing the prevention and management of self-injury among children and adolescents in the school setting, examining the presence of recommendations related to body practices, Physical Education classes, and sport. An integrative review was conducted, with searches carried out in the second semester of 2024 using open-access search engines, resulting in the initial identification of 28 booklets, of which seven fully met the established inclusion criteria. Conceptual definitions, distinctions between self-injury and suicidal behavior, and guidelines directed to the school audience were examined. The findings indicate that all selected materials mention physical activity as a strategy associated with well-being promotion and the prevention of self-injurious behaviors, highlighting benefits related to socialization and emotional regulation. However, the recommendations are predominantly generic and show limited articulation with the pedagogical foundations and the Physical Education curriculum. It is concluded that although physical activity is recognized as a potentially protective element, its incorporation in the analyzed materials reveals a tendency toward instrumentalization, highlighting the need for stronger integration between mental health policies, the school pedagogical project, and family participation.