Child on Child Abuse

Child on Child Abuse

Young people can abuse other children, this can happen in school, the local community and online. Child on child abuse can upset and hurt others both physically and emotionally, these affects can sometimes have a lasting impact on wellbeing.

Bullying: including physical abuse (hitting, kicking etc), cyberbullying, prejudice-based and discriminatory bullying is the most obvious form of abuse. Child on Child abuse includes wider forms of abuse such as exploitation, manipulation/control, harassment and cruelty. Young people may not initially be able to recognise all forms of abuse because they don’t understand it, recognise it is happening or believe it to be ‘messing’, ‘joking’ or ‘banter’.

Other forms of abuse include:

• abuse/controlling behaviour in friendships and personal relationships between peers; girl/boyfriend
• sexual violence; such as rape, assault by penetration and sexual assault; this may 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 standalone or part of a broader pattern of abuse
• causing someone to engage in sexual activity without consent
• consensual and non-consensual sharing of nude and semi-nude images and or videos (also known as sexting or youth produced sexual imagery)
• ‘Up skirting’
• criminal exploitation, county lines

 

All Gorsey Bank staff must be knowledgeable about Child on Child abuse, it is important that all staff:

 

• contribute to a school culture which is compassionate, respectful and committed to protecting young people from Child on Child abuse
• understand how and when to log any Child on Child abuse on CPOMS
• can offer support and guidance to students who may have experienced a form of child on child abuse
• understand the importance of challenging inappropriate behaviours between peers that are actually abusive in nature
• do not underestimate behaviour between peers or class potential abuse as “banter”, “just having a laugh”, “part of growing up” or “boys being boys”
• respond to child on child abuse calmly and professionally
• recognise the impact of wider societal factors such as everyday sexist stereotypes and everyday sexist language on young people’s attitudes
• are good role models throughout the school