Harmful sexual behaviour among children and young people: NICE guideline 2016

Garrett, Emily; Doherty, Ailbhe; Hann, G

doi:10.1136/archdischild-2016-312151

Cited by 1 publication

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“…Despite the difficulties experienced at school, references to child-on-child HSB have been omitted from the UK statutory guidance since 1995 (Hackett, 2018). Non-mandatory guidance published in recent years (Garrett et al, 2018) offers assistance for generalist professionals working with children and young people but omits to mention or offer assistance specifically to schools including definitions between normally and not normally expected child sexualised behaviour (Torjesen, 2016). Schools are instead advised to consult alternative specific school based guidance according to the child's age group, for example: pre-school children (NICE, 2012); primary education (NICE, 2008); and secondary education (NICE, 2009).…”

Section: Introductionmentioning

confidence: 99%

Exploring teachers’ lived experiences of child-on-child harmful sexual behaviour at school: an interpretative phenomenological analysis

Waters

Anstey

Clouston

et al. 2021

Journal of Sexual Aggression

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Child-on-child harmful sexual behaviour at school is highlighted in the literature although very little is known about how teachers experience it. Interpretative Phenomenological Analysis was used to address this gap. Semi structured interviews were conducted with nine teachers from two special schools and one mainstream school. Overarching themes used the proverb of the three wise monkeys as a framework in which to show how HSB was not seen, heard or spoken about. Instead, it was accepted and expected as part of the special school day because it was not recognised and paid little attention to, whilst in the mainstream school it was not recognised due to lack of knowledge and understanding. A lack of training, support and the sharing of information compounded teachers' fears for personal safety, careers and reputation. Implications for teachers and multi-agency professionals are discussed.

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Section: Introductionmentioning

confidence: 99%