Identify child abuse by an adult engaged by a government school

Child sexual abuse is when a person uses power or authority over a child to involve them in sexual activity. It can include both physical and sexual contact and non-contact behaviours.

This includes:

• sexual touching
• talking to a child in a sexually explicit way
• sexual activity in the presence of a child
• exposing a sexual body part to a child
• exposing a child to sexual activity (including showing pornography to a child)
• encouraging a child to engage in or be involved in an activity of a sexual nature. This includes giving a child something, such as alcohol, cigarettes or other drugs, gift cards or money, in return for participating in sexual activities
• grooming.

Grooming occurs when an adult engages in communication (by words or conduct) with a child to prepare the child for sexual abuse later. Grooming behaviours can be directed at the child, their parents or carer and other adults in the school community.

Grooming can manipulate a child into believing that the abuse is their fault, or that the abuse is a way of showing love.

Grooming can be difficult to identify. It can look like 'normal' caring behaviour, such as providing special attention and emotional support to a child.

Grooming can happen in any school and with students and adults of any age or gender. It can be harder to detect when adults interact with families across school, sport and community spaces. In these settings, some behaviours can seem friendly or routine.

What to look for in adults

Behavioural signs that an adult engaged by a school is grooming a child can include (but are not limited to):

• touching a child inappropriately
• unnecessary close physical contact, such as tickling, wrestling or massaging
• spending time 1:1 with the child that is not required by the educational context, or which seems excessive
• contacting a child on unofficial channels (for example calls, texts, or social media messages)
• contacting children directly i.e. not including parents or carers in the communications
• giving a child special treatment or attention so they feel 'special' or indebted
• giving gifts to a child
• having inappropriate social and professional boundaries. For example, telling a child about their personal problems or dating life
• offering to drive a child to or from school, work, after school activities, or social events
• checking on the wellbeing of a child at home
• inviting themselves to a child’s home or inviting the child to their home
• undermining a child's reputation, so others won't believe them if they speak up or make a disclosure
• using threats, force, or authority to scare a child so they won’t report unwanted behaviour
• using coercive or manipulative behaviour (threats, pressure, manipulation) to get another child to participate in inappropriate or sexual behaviour
• making the child believe they are in a loving ‘relationship’ with the adult to coerce the child into inappropriate or sexual behaviour
• giving a child cigarettes, alcohol or other drugs
• showing a child nudity, sexual images, or sexual acts, either on purpose or by pretending it was an accident.

What to look for in children

Any child can be sexually abused. But children who are vulnerable, feel alone, or have a disability are more likely to be abused.

Behavioural signs of sexual abuse in children can include:

• disclosure of sexual abuse, either directly or by peers or classmates
• sexual activity that isn’t appropriate for the age of the child
• drawings or descriptions in stories that are sexual and not age-appropriate
• being afraid of particular places or adults
• having trouble with relationships, including withdrawing from usual activities, friendships and relationships
• complaining of headaches, stomach pains or nausea without a physiological basis
• in younger children, regressive behaviour like bed-wetting or speech loss
• having phone calls, videos, or messages with a staff member or other adult from the school
• being very secretive about their use of communications technologies, including social media
• depression, self-harm, drug or alcohol abuse, or attempted suicide/suicidal ideation
• suddenly doing worse at school, poor memory or concentration
• suddenly developing a very close bond with a staff member or adult at school
• changes in mood like being hyperactive, secretive, hostile, aggressive, impatient, resentful, anxious, withdrawn, or depressed
• having jewellery, clothing or gifts given by the person abusing them.

For more information, see the Commission for Children and Young People information sheet on sexual misconduct under the Reportable Conduct Scheme (DOCX, 117 KB).

Physical violence by an adult under the reportable scheme covers actual physical violence or apprehended physical violence against, with or in the presence of a child which is capable of causing or causes harm.

This includes:

• actual physical violence or
• apprehended physical violence against, with or in the presence of a child which is capable of causing or causes harm.

In a school, actual physical violence against a child can include:

• inappropriate physical contact
• unlawful restraint
• hitting
• pushing
• shoving
• pinching
• dragging
• grabbing.

Other examples include:

• snatching, grabbing or throwing objects at a child
• using a door to prevent a child from entering or leaving a classroom.

Apprehended physical violence is when a child believes that someone is about to hurt them. This can happen even if no one touches the child. For example, if a teacher hits an object near to a child, causing the child to fear they might be hit.

Victorian government school staff can use physical restraint and seclusion when reasonable and immediately required to protect the member of staff, the student, or any other person from acts or behaviour that might be dangerous to them. Physical restraint must only be used where there are no less restrictive measures available in the circumstances.

For more information, see the Commission for Children and Young People information sheet on physical violence under the Reportable Conduct Scheme (DOCX, 275KB).

Behaviour that causes a child serious psychological or emotional harm is child abuse.

Some of the types of behaviours that could cause harm to the extent that a child suffers, or is likely to suffer, serious emotional or psychological harm include:

• ongoing verbal abuse
• coercive or manipulative behaviour
• hostility towards, or rejecting a child
• humiliation
• belittling
• scapegoating
• racism.

This type of behaviour can happen on its own, or with other types of abuse like sexual abuse and grooming.

Signs that a child may have experienced significant emotional or psychological harm could include:

• suicidal action, suicidal ideation, or self-harm
• self-destructive, antisocial, or anxious behaviour
• ongoing trouble sleeping, nightmares, or bedwetting
• intense visible distress, withdrawal, fear, anxiety, anger or despair, particularly over an extended period
• strong feelings like fear, anger, or sadness that last a long time
• sudden changes in behaviour (e.g. an outgoing child becoming quiet)
• significant delays in emotional or intellectual development
• struggling to cope with everyday things.

For information see the Commission for Children and Young People information sheet on behaviour that causes significant emotional and psychological harm under the Reportable Conduct Scheme (DOCX, 142 KB).

Significant neglect is a failure to meet the basic needs of a child, such as their wellbeing or safety. This is reportable under the Reportable Conduct Scheme.

In some circumstances the neglect of a child:

• can place the child’s immediate safety and development at serious risk
• may not immediately compromise the safety of the child but is likely to result in longer-term cumulative harm.

In a school this can include:

• not providing a child with adequate supervision
• not providing a child with adequate medical care
• exposing a child to inappropriate material or environments like pornography or drug use
• failing to make a mandatory report
• not responding to student wellbeing concerns or following student wellbeing policies
• not taking a child’s medical condition or illness seriously, and not getting them the right treatment
• conduct that shames, isolates or demeans a child
• conduct that rejects, abandons, or belittles a child
• calling a child names.

For more information, see the Commission for Children and Young People information sheet on significant neglect under the Reportable Conduct Scheme (DOCX, 123KB).