Desempenho acadêmico de adolescentes com autolesão não suicida: uma revisão de escopo

Abstract

Non-suicidal self-injury (NSSI) has been characterized among adolescents as a method of coping with problems and relieving psychological distress. Objective: To map the evidence on the academic performance of adolescents who engage in non-suicidal self-injury. This study is a scoping review that follows the Population, Concept, and Context (PCC) framework and includes primary quantitative or qualitative studies. The search, with no date restrictions, covered the following databases: MEDLINE®, EMBASE®, CINAHL®, LILACS®, Scopus, and Web of Science. Results: The initial search identified 293 studies, of which 5 were included in this review. The eligibility criteria were: Population: Adolescents. Concept: Academic performance. Context: Non-suicidal self-injury. The 5 included articles, published between 2009 and 2024, were conducted in China, Korea, Sweden, and Belgium. The studies indicate that mental health directly influences academic performance, affecting school grades, interactions between students and teachers and peers, participation in class, and attendance. Factors that compromise academic performance and influence non-suicidal self-injury include academic, family, social, economic, psychological, and emotional elements. Conclusion: The study investigated how non-suicidal self-injury (NSSI) relates to adolescents’ academic performance, concluding that the two may mutually influence each other. NSSI is associated with emotional difficulties, academic pressure, and a lack of support within the school environment. The findings highlight the importance of interdisciplinary actions, effective public policies, and further research to better understand this relationship and strengthen mental health care for students.