The research arose from the author's experience as a counselor at Canal Pode Falar, an online listening space for adolescents and young people experiencing psychological distress. Observing the demands received, there was a recognized need to investigate the interrelations between Pode Falar and schools, considering schools as an important factor for adolescents' mental health. This research aimed to understand the interrelation between Pode Falar, schools, and the management of self-destructive behaviors—non-suicidal self-injury, suicidal ideation, and suicide attempts—among adolescents. Overall, the objectives were to comprehend the interplay between Pode Falar and schools in addressing adolescents' self-destructive behaviors. Specifically, the aims were to map the demands and emerging complaints regarding adolescent self-destructive behaviors in Pode Falar and schools; analyze how schools and Pode Falar address these behaviors; and reflect on the relevance of Pode Falar for schools and vice versa, in the context of addressing adolescent self-destructive behaviors. The research problem was framed as: Can Pode Falar and schools, considering their objectives, functions, and roles, contribute to addressing adolescents' self-destructive behaviors? To answer this question, the study involved conducting semi-structured interviews with two school psychologists from a federal educational institution, and analyzing data from Canal Pode Falar related to adolescent consultations. Data collection used search terms including self-injury, self-mutilation, suicidal ideation, suicide attempt, and suicide, all falling within the scope of self-destructive behaviors. The research adopted a transdisciplinary approach and utilized participant observation (CORREIA, 2009) along with exploratory observation and semi-structured interviews as techniques. Data analysis followed Minayo's content analysis (2002), focusing on four axes: a) Main demands in adolescents' mental health; b) Main demands related to adolescents' self-destructive behaviors; c) Potentials in mental health work with adolescents; d) Limitations in mental health work with adolescents. The findings identified interconnected elements between both study settings across all axes. In axes a and b, demands were interrelated as they were perceived in both spaces. In axis c, the significance of supportive listening for adolescents was highlighted. In axis d, both schools and Pode Falar revealed a need to strengthen strategies supporting adolescents' mental health, especially concerning their exit pathways. Therefore, it is understood that Pode Falar is important for schools and vice versa concerning the management of self-destructive behaviors, as both can foster supportive listening and serve as spaces of mutual support and acceptance for one another.