This study aimed to find out about the school experiences of adolescents who have self-harmed and consider how school could support them, taking an exploratory and emancipatory approach. Five young people (four female; one male) aged between 15 and 17 years old were recruited to the study from a Child and Adolescent Mental Health Service (CAMHS) in an outer London borough, all undergoing treatment related to self-harm. They all had above 80% school attendance in the six months prior to joining the study and no Statement of Special Educational Need. A qualitative methodology was used taking a psychosocial approach. Semi-structured interviews were carried out using Free-Association Narrative Interview (FANI) method (Hollway & Jefferson, 2000). Each participant was interviewed on two separate occasions with a gap of between one and three weeks. Interview transcripts were analysed using thematic analysis assisted by the computer software MAX-QDA version 11.01. Researcher fieldnotes were also analysed as a source of data. Initial codes were allocated to data extracts and clustered into themes. Three main themes emerged from the data: Pursuing the Narrative of Identity; Pain and the Mind-Body Dichotomy and Relationship to Help. Implications for school staff as well as educational psychologists and other professionals include the importance of the presence of an attuned and understanding adult. Finally, school systems that respond to disclosures, offer support structures and raise awareness should be developed based on increased understanding of the phenomenon of self-harm in the adolescent group.