Narratives of invisible scars and pedagogical challenges: voices from educational realities

Abstract

This study investigates the dynamics and challenges faced by educators when working with students exhibiting self-harm behavior and depression. It explores how these experiences impact pedagogical practices and teachers emotional well-being, aiming to enhance support and intervention strategies. The theoretical and methodological framework adopted in this study is based on (auto)biographical research in education, as described by Passeggi (2006), with a descriptive and qualitative character that integrates knowledge from the fields of health and education, supported by a literature review. A qualitative approach was used for data collection, involving in-depth interviews with a regular school teacher and a hospital pedagogue. These interviews were complemented by na analysis of the narratives shared by both professional, providing na in-depth Understanding of the challenge faced and the strategies employed in school and hospital settings when dealing with students displaying self-harm behavior and depression. The findings revealed that both professional face significant difficulties, such as a lack of specific training to addres self-harm and depression. The research highlighted that, despite contextual diferences, both share feelings of concern and helplessness, which often lead to emotional for educational intitutions to invest in ongoing training and emotional support mechanisms for educators, enabling them to more effectively manage these complex situations, ensuring appropriate care for students and safeguarding teachers mental health.