Objectives: Correlations between teachers' support for high school students' self-injurious behaviors and interpersonal stress were investigated aiming to obtain findings that contribute to supporting high school self-injurious behaviors of students.

Methods: An anonymous self-administered questionnaire was conducted to high school students (N=1,088). Regarding the survey items, we inquired about basic attributes, such as sex and age, teachers' support, interpersonal stress cognition, and self-injurious behaviors. Data without missing values (n=927) were used for statistical analysis. The following causal relationship model was developed and the fitness of the model and correlations among variables were examined through structural equation modeling, in which teachers' support affected self-injurious behaviors mediated by interpersonal stress cognition. Moreover, sex and age were included in the model as control variables.

Results: The goodness of fit index of the model to data was CFI=0.994 and RMSEA=0.029, which satisfied the statistical acceptance criteria. Correlations among variables indicated that instrumental support included in teachers' support had a significant negative correlation with interpersonal stress cognition, whereas interpersonal stress cognition indicated a significant positive correlation with self-injurious behaviors. The contribution ratio of the model to self-injurious behaviors was 18.2%.

Conclusion: Above results provided suggestions on developing effective methods for providing supporting to prevent self-injurious behaviors of high school students.