Educators’ perspectives on harmful sexual behaviour

Abstract

ABSTRACT Child sexual abuse is an epidemic, yet many are unaware that a significant proportion of sexual abuse is perpetrated by children and adolescents. Research indicates that professionals can hold unhelpful views of those engaging in Harmful Sexual Behaviour (HSB) and lack confidence when handling cases. Given educators' proximity to young people, their experiences could shed light on the current picture within schools. The study aimed to contribute to the growing evidence-base, by exploring educators’ perspectives on HSB. Semi-structured interviews were conducted with 10 educators working in English schools. Thematic analysis elicited three key themes: Awareness of HSB in education; Responses to fictitious and real-life cases; and perceptions of HSB. Educators demonstrated some knowledge of HSB and understood the processes for responding to cases. Real and fictional cases of HSB elicited strong, negative emotion in the sample. Recommendations included specialist training and support for educators and systemic change to minimise harm. PRACTICE IMPACT STATEMENT The findings of the study provide valuable insight regarding the first-hand experiences of teaching staff in relation to Harmful Sexual Behaviour (HSB); and the emotional impact of working with young people affected by sexual harm. It also takes into account systemic issues which perpetuate HSB. Recommendations seek to improve educators' confidence and competency, promote best practice, and tackle the prevalence of sexual harm in schools through “whole school” approaches.