Understanding self-harm among college students in Illinois: What educators need to know

Content warning: self-harm and suicide
This blog discusses topics related to self-harm and suicide, which may be distressing to some readers. Please prioritize your well-being — if you are struggling, consider seeking support from a trusted friend, therapist or crisis resource. You are not alone.

Self-harm, including non-suicidal self-injury (NSSI) and suicidal behaviors, is a critical mental health concern among young adults, particularly college students. With 1 in 5 college students struggling with suicidal ideation and 7% to 44% engaging in NSSI, college and university faculty and staff must recognize the factors that contribute to these behaviors. This article explores the types of self-harm, associated stigma, warning signs, underlying motivations, related disorders and at-risk populations, with a focus on college-aged students in Illinois.

Types of self-harm

Self-harm behaviors are generally categorized into two types:

1. Non-suicidal self-injury (NSSI): This involves deliberate harm to one’s body without the intent to die. Common forms include cutting, burning or hitting oneself. NSSI is often a coping mechanism to manage intense emotions or psychological distress.
2. Suicidal behaviors: These actions are intended to end one’s life and include suicide attempts and completed suicides. While some individuals may engage in NSSI as a precursor to suicidal thoughts, not all individuals who self-harm have suicidal intentions.

Stigma surrounding self-harm

Stigma plays a significant role in the underreporting and undertreatment of self-harm behaviors. Individuals may feel ashamed or fear judgment, leading them to conceal their actions. The stigma may result in:

• Fear of being labeled as “attention-seeking” can prevent individuals from seeking help.
• Misconceptions that self-harm is a choice rather than a symptom of distress.
• Lack of awareness among peers and faculty leading to missed intervention opportunities.

Silence can hinder access to necessary mental health support and perpetuate misconceptions about self-harm. Educational initiatives and open dialogues are essential to combat stigma and encourage individuals to seek help.

Signs of potential self-harm

Recognizing the signs of self-harm is crucial for early intervention. Indicators may include:

• Unexplained injuries or frequent bandages.
• Wearing long sleeves or pants, even in warm weather, to conceal marks.
• Behavioral changes such as withdrawal, mood swings or increased irritability.
• Expressions of hopelessness or worthlessness.

In college settings, these signs may be overlooked due to academic pressures or social dynamics. Faculty and peers should be vigilant and supportive.

Motivators and reasons for self-harm

Individuals engage in self-harm for various reasons, including:

• Emotional regulation: Coping with overwhelming emotions like sadness, anger or anxiety.
• Psychological relief: Seeking a sense of control or relief from emotional numbness.
• External pressure: Influences such as bullying, academic stress, social rejection or personal trauma can contribute to self-harm behaviors.

Recognizing these motivators helps develop effective prevention and intervention strategies.

Associated disorders to screen or be aware of

Self-harm is often linked to various mental health disorders, including:

• Depression: Characterized by persistent feelings of sadness and loss of interest.
• Anxiety Disorders: Involving excessive worry and fear.
• Borderline Personality Disorder: Marked by instability in moods, behavior and relationships.
• Eating Disorders: Such as anorexia or bulimia, which may co-occur with self-harm.

Screening for these disorders in college students is essential for comprehensive mental health care.

Populations at higher risk

Certain groups within the college student population are more susceptible to self-harm behaviors:

• Gender differences: Studies indicate that females are more likely to engage in NSSI, while males have higher rates of completed suicides. In Illinois, the suicide rate among males was 4.0 times higher than that among females in 2021.
• LGBTQ+ students: Students who identify as lesbian, gay, bisexual or unsure of their sexuality are at a higher risk for self-harm behaviors. Illinois has a high teenage and college suicide rate. Nationally, 1 in 5 college students had suicidal thoughts or attempts, while many engage in non-suicidal self-injury. LGBTQ+ students are more likely to experience multiple risk factors related to violence victimization, substance use and mental health issues.
• Students with mental health disorders: Individuals with untreated or undiagnosed mental health conditions, such as depression or anxiety, are at increased risk. Conditions like depression, anxiety and substance use disorders, especially when unaddressed, increase the risk for suicide.
• First-year students: Transitioning to college life can be challenging, and first-year students may experience higher levels of stress and isolation, increasing the risk of self-harm behaviors.

Resources and support in Illinois

In Illinois, several organizations offer support and resources for individuals affected by self-harm:

• NAMI Illinois: Provides education, support groups and advocacy for mental health issues.
• NAMI Chicago: Offers similar services with a focus on the Chicago area.
• SAMHSA Region 5: Covers Illinois and provides resources on mental health and substance use disorders.
• 988 Suicide and Crisis Lifeline: A nationwide, 24/7 helpline for individuals in distress.
• Crisis Text Line: Text CONNECT to 741741 for free, 24/7 support via text messaging.

Addressing self-harm among college students in Illinois requires a multifaceted approach, including education, early detection and access to mental health resources. By understanding the types, stigma, signs, motivations and associated disorders and identifying at-risk populations, mental health professionals and individuals alike can work to reduce the prevalence and impact of self-harm behaviors.

If you suspect a student is struggling, know the resources available on your campus and encourage them to seek help from a mental health professional, a trusted faculty member or a helpline. Together, we can create a more supportive and informed campus environment.