Governors' role in preventing child-on-child abuse

Abuse between peers can take many forms, including bullying, physical abuse and sexual harassment. Use the guidance below and example questions to help your school leaders develop a culture where abuse is not tolerated, and understand how to monitor what your school puts in place.

Last reviewed on 9 June 2022
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School types: All · School phases: All
Ref: 39019
Contents
  1. Understand what child-on-child abuse is 
  2. Develop a culture where abuse is recognised but not tolerated
  3. Appropriate staff training is essential
  4. Challenge inappropriate behaviours
  5. Make sure your school has a preventative curriculum programme
  6. School leaders should know your school's context and work with local partners
  7. Questions to ask school leaders
  8. Next steps

Understand what child-on-child abuse is 

Bullying (including cyber-bullying, prejudice-based and discriminatory bullying) Abuse in intimate personal relationships between children (sometimes known as ‘teenage relationship abuse’) Physical abuse such as hitting, kicking, shaking, biting, hair pulling or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse) Sexual violence, such as rape, assault by penetration and sexual assault (this may also include an online element which facilitates, threatens and/or encourages sexual violence) Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be stand-alone or part of a broader pattern of abuse Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party Consensual and non-consensual sharing of nudes and semi-nude images and or videos

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