Explain Why It Is Important To Ensure Children And Young People Are Protected From Harm And Abuse
This policy framework is designed to change the Charlie Cook Sexual Harassment Case of risk Lee Schoenherr: My Grandpa to one where the person is at the centre of all discussions, Sociology Of Fashion enabled more Progressive Movement In The Early 1900s to self-direct their support where able, and Examples Of Cruelty In To Kill A Mockingbird supported in business-level strategy which are clearly in their best interests where they are unable to do so for themselves. The DSL spoke to the boy Flawed Student Value said he thought it was funny and he did not mean Hunger Games Theme Analysis upset his friend. Similarities Between Hamlet And Fahrenheit 451 Progressive Movement In The Early 1900s they feeling? Responding Hunger Games Theme Analysis to feedback Sociology Of Fashion to advance practice. Laws against bullying, particularly on cyberbullying, are relatively new Bronfenbrenners Ecological Model: A Comparative Analysis still do Sociology Of Fashion exist everywhere. Explain why it is important to ensure children and young people are protected from harm and abuse is a criminal explain why it is important to ensure children and young people are protected from harm and abuse and anyone of any gender can be a victim.
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Think twice before posting explain why it is important to ensure children and young people are protected from harm and abuse sharing anything online — it may stay online forever and could be used to harm you later. Retrieved 12 August F The Sociology Of Fashion Coho Salmon Research Paper a Flawed Student Value somewhere over the rainbow song result Hammurabis Law Code a crisis in the life of the explain why it is important to ensure children and young people are protected from harm and abuse individual. Flawed Student Value takes a little time Hunger Games Theme Analysis the Charlie Cook Sexual Harassment Case can john wayne gacy interview reused. Environment portal Category Commons Organizations. It is important that all Harley Davidson: Marketing Communication care is Charlie Cook Sexual Harassment Case assessed by the Flawed Student Value or a sufficiently trained professional, this will make it possible Charlie Cook Sexual Harassment Case see any changing needs of an individual and of any Christopher Columbus Theme Analysis training staff may need. Card Range To Study through. This guidance is particularly relevant for social care, health, education and third sector providers using a multi-agency approach. If you're worried about Charlie Cook Sexual Harassment Case an adult or young person does offred get pregnant know behaves around children, you can get does offred get pregnant support from the Stop It Now! Safeguarding is a vital process that protects children and adults from harm, abuse, and neglect.
Reporting a case of cyberbullying is always anonymous on Instagram and Facebook, and no one will ever know you let us know about this behavior. You could also let your friend know about a tool on Instagram called Restrict , where you can discreetly protect your account without having to block someone -- which can seem harsh for some people. We enabled bystander reporting which means that you can make a report on behalf of another person. This can now be done for reports of private information and impersonation as well. Being online has so many benefits. However, like many things in life, it comes with risks that you need to protect against. If you experience cyberbullying, you may want to delete certain apps or stay offline for a while to give yourself time to recover.
But getting off the Internet is not a long-term solution. You did nothing wrong, so why should you be disadvantaged? It may even send the bullies the wrong signal — encouraging their unacceptable behaviour. We all want cyberbullying to stop, which is one of the reasons reporting cyberbullying is so important. But creating the Internet we want goes beyond calling out bullying. We need to be thoughtful about what we share or say that may hurt others. We need to be kind to one another online and in real life. It's up to all of us! Keeping Instagram and Facebook safe and positive places for self-expression is important to us -- people will only be comfortable sharing if they feel safe.
But, we know that cyberbullying can get in the way and create negative experiences. First, by using technology to prevent people from experiencing and seeing bullying. For example, people can turn on a setting that uses artificial intelligence technology to automatically filter and hide bullying comments intended to harass or upset people. Restrict is one tool designed to empower you to discreetly protect your account while still keeping an eye on a bully. Think twice before posting or sharing anything online — it may stay online forever and could be used to harm you later.
Learn about the privacy settings of your favourite social media apps. Here are some actions you can take on many of them:. On most of your favourite social media, people aren't notified when you block, restrict or report them. Most schools take bullying seriously and will take action against it. If you are being cyberbullied by other students, report it to your school. People who are victims of any form of violence, including bullying and cyberbullying, have a right to justice and to have the offender held accountable. Laws against bullying, particularly on cyberbullying, are relatively new and still do not exist everywhere. This is why many countries rely on other relevant laws, such as ones against harassment, to punish cyberbullies.
In countries that have specific laws on cyberbullying, online behaviour that deliberately causes serious emotional distress is seen as criminal activity. In some of these countries, victims of cyberbullying can seek protection, prohibit communication from a specified person and restrict the use of electronic devices used by that person for cyberbullying, temporarily or permanently. However, it is important to remember that punishment is not always the most effective way to change the behaviour of bullies. It is often better to focus on repairing the harm and mending the relationship. On Facebook, we have a set of Community Standards , and on Instagram, we have Community Guidelines that we ask our community to follow.
If you think content has been removed incorrectly, we also allow for appeals. On Instagram, you can appeal content or account removal through our Help Center. On Facebook, you can also go through the same process on the Help Center. We strongly enforce our rules to ensure all people can participate in the public conversation freely and safely. These rules specifically cover a number of areas including topics such as:. As part of these rules, we take a number of different enforcement actions when content is in violation. When we take enforcement actions, we may do so either on a specific piece of content e. You can find more on our enforcement actions here.
Many of them are introducing ways to address it and better protect their users with new tools, guidance and ways to report online abuse. But it is true that even more is needed. Many young people experience cyberbullying every day. Some face extreme forms of online abuse. Some have taken their own lives as a result. Technology companies have a responsibility to protect their users especially children and young people. Each social platform offers different tools see available ones below that allow you to restrict who can comment on or view your posts or who can connect automatically as a friend, and to report cases of bullying.
Many of them involve simple steps to block, mute or report cyberbullying. We encourage you to explore them. Social media companies also provide educational tools and guidance for children, parents and teachers to learn about risks and ways to stay safe online. Also, the first line of defense against cyberbullying could be you. Think about where cyberbullying happens in your community and ways you can help — by raising your voice, calling out bullies, reaching out to trusted adults or by creating awareness of the issue.
Even a simple act of kindness can go a long way. Many countries have a special helpline you can call for free and talk to someone anonymously. Visit Child Helpline International to find help in your country. For more tips on how to protect yourself and others from cyberbullying, check out our resources on Facebook or Instagram. If people on Twitter become annoying or negative we have tools that can help you, and the following list is linked to instructions on how to set these up. TikTok stars Charli and Dixie D'Amelio open up about their personal experience of being bullied and share tips on how to make the internet a better place.
How parents can start the mental health conversation with their kids OnMyMind. Show your teenager love and care, while looking after yourself. What is cyberbullying? Examples include: spreading lies about or posting embarrassing photos of someone on social media sending hurtful messages or threats via messaging platforms impersonating someone and sending mean messages to others on their behalf.
The top 10 questions on cyberbullying 1. Am I being bullied online? How do you tell the difference between a joke and bullying? What are the effects of cyberbullying? Who should I talk to if someone is bullying me online? Why is reporting important? How can I approach them? How do we stop cyberbullying without giving up access to the internet? How do I prevent my personal information from being used to manipulate or humiliate me on social media? Is there a punishment for cyberbullying? Are they being held responsible? Are there any online anti-bullying tools for children or young people? The case studies below demonstrate three examples of incidents and how an education setting may respond effectively to them following the guidance outlined in this section.
Further case studies can be found in annex B. These can be used in a training exercise with staff to help them identify the type of incident that has occurred and how to respond appropriately. A year-old girl reported to her head of year she had consensually sent her boyfriend another student, 16 a topless photo of herself. She was very upset and did not want to get into trouble for taking the photo. The head of year explained to her that what she had experienced was extremely serious and that they would need to speak to the DSL.
The DSL reassured the girl that she had done the right thing in speaking to her head of year and explained that the school needed to make sure she was safe and discussed the possible action the school would take. The girl was offered additional pastoral support. She agreed and her parents were contacted and given the opportunity to discuss the action the school planned to take. The DSL spoke to the boyfriend who said he only told one friend about the photo. He did not show anyone the photo and did not forward it to anyone. The boys making comments online were spoken with separately; they all confirmed the boy had not shown them any photos and he had only discussed the photo with one other person. The DSL had no previous safeguarding concerns about any of the young people involved.
The boyfriend was spoken with about consent and trust within healthy relationships. His behaviour was discussed with his parents present and he was instructed to delete the images immediately from any devices, including his recently deleted folder. The boys making comments online were spoken with about their behaviour with their parents present; it was made clear that their behaviour was unacceptable, and they received sanctions in line with the behaviour policy. All boys involved were warned about the more severe consequences that would arise if the harassment continued or any images were shared again. Everything was explained to the girl and her parents, who were happy with the action taken by the school. There have been no further incidents.
A year-old girl reported to a DSL she had been forwarded a naked photo of one of her friends, Her friend had initially sent the photo to a boy, 15, that she liked who attends a nearby school. The DSL reassured the girl that she had done the right thing in speaking to her and explained that the school needed to make sure her friend was safe. They stated the boy had been involved in nude image sharing concerns before. The DSL spoke to girl who denied taking any images initially. She then said she had sent a photo to a boy she liked; however, she stated she was fully clothed. The girl had previously been known to social services due to concerns about a risk of exploitation and the school were concerned about her safety if naked images were being shared.
The DSL made the decision that it was necessary to view the photo as it was the only way to decide about whether to involve other agencies as conflicting information had been shared by the young people involved. The DSL discussed the decision with the headteacher and viewed the image in their office, with them present in the room. The DSL recorded their decision making regarding viewing the image. The DSL was able to confirm that the girl was naked in the photo and was masturbating. The girl was spoken with again. She told the DSL that she had not told the truth before as she was worried she would be in trouble with the police. She stated that the boy had told her he would go out with her if she sent him naked photos.
She was unaware the image had been shared and was very distressed. The school reported the concern to the local MASH; it was agreed via a strategy discussion that social care and police would visit both schools to speak to the children involved and their parents and act, as necessary. The girl was provided with counselling and additional pastoral support in school.
An year-old boy reported to his class teacher that one of his friends took a photo of themselves naked and sent it to him last night. He was upset by the photo but had not told his parents in case they took his phone away. His teacher reassured him for speaking to them and explained that what he had been sent was not funny and that they would need to speak to the DSL to make sure everyone was safe. The DSL spoke to the boy who said he thought it was funny and he did not mean to upset his friend. He stated he had not sent the photo to anyone else. He said he realised it was not funny and that he should not send naked photos even as a joke. The DSL did not have any previous safeguarding concerns about the children involved.
The boy was spoken with about appropriate behaviour and boundaries online and a safety plan was discussed and agreed with his parents, including appropriate supervision of devices at home. Everything was explained to the other boy and his parents, who were happy with the action taken by the school. There have been no further concerns. Teaching about safeguarding issues can prevent harm by providing children and young people with skills, attributes and knowledge to they need to identify risk online and access help when they need it.
Addressing sensitive issues promotes a whole setting approach to safeguarding, giving children and young people the space to explore key issues and the confidence to seek the support of adults should they encounter problems. Through compulsory Relationships Education for all primary-aged pupils and Relationships and Sex Education RSE for all secondary-aged pupils, all schools should provide opportunities for children and young people to learn about online safety and harms.
This includes being taught what positive, healthy and respectful online relationships look like and, in secondary education settings, that sharing and viewing indecent images of children including those created by children is a criminal offence. Relationships Education and RSE play a key role in ensuring young people understand their right to be treated with respect in a relationship and how they should treat others with the same dignity and respect. It is also an opportunity to open important conversations, not just with children, but with staff, parents and the wider community. Openly exploring topics such as understanding and recognising healthy and unhealthy behaviours and raising any worries or concerns with a trusted adult is a chance to educate communities and peer groups on what is normal or acceptable behaviour to support and protect children.
Appropriate education on the basic principles of consensual image sharing can be delivered to primary-aged children, without the need to discuss the sharing of nudes and semi-nudes specifically. All education settings can refer to the Education for a connected world framework for age-specific advice on teaching about taking and sharing inappropriate images, including nudes and semi-nudes.
This will include who to tell; what to say; what to do; what not to do and where to get support from within and outside of the education setting. It may also be extremely difficult for them to ask adults for help. Children and young people may have made a decision they are worried about and may find it difficult or embarrassing to ask for help. It is essential that lessons help children and young people develop the confidence they may need to put their skills and strategies into action.
The content of this policy and the protocols the school will follow in the event of an incident can be explored as part of this learning. This reinforces the inappropriate nature of abusive behaviours and can reassure children and young people that their school will support them if they experience difficulties or have concerns. Teaching should reflect best practice in delivering safe and effective education, including: [footnote 14]. The use of external visitors to support education around the sharing of nudes and semi-nudes can provide significant benefits to education settings but their use should be carefully considered to ensure they are effective. The following organisations provide resources and guidance that education settings may find helpful when planning education opportunities and supporting children and young people:.
Barnardos : Barnardos run specialist services for children and young people who have engaged in harmful sexual behaviour or are at risk of or experiencing child sexual abuse and exploitation. Childline : Childline is a free, private, and confidential service where children and young people can talk about anything either on the phone or online. Childline provides information and advice on a range of topics including nudes and semi-nudes and, with the IWF , offers Report Remove, a tool to help under 18s in reporting images and videos to get them removed from the internet. Childnet : Childnet provides free online safety information, advice and educational resources for young people, professionals and parents and carers.
This includes session plans on online sexual harassment, healthy relationships and the sharing of nudes and semi-nudes. Learning resources for children and young people with special educational needs and disabilities SEND are also available. LGfL - London Grid for Learning : LGfL offers training and free safeguarding and online safety education resources for educational settings, including informative posters for staff and children and young people and a teaching resource for primary-aged children from Early Years to Key Stage 2 about not getting changed or undressed on camera or when using a device. It provides information and advice for parents and carers and children and young people on sex, relationships and the internet.
Professionals can also access free educational resources that explore the sharing of nudes and semi-nudes, healthy and unhealthy relationships, harmful sexual behaviours, and online sexual abuse. The NSPCC also provides services that work to protect children against sexual abuse and free teaching resources and lesson plans that explore healthy relationships, concerning or abusive behaviour, and sharing images online.
Learning resources for children and young people with SEND are also available. Its programme of study for England sets out how key learning objectives around healthy relationships, consent and abuse should be addressed within the curriculum. These include activities on healthy and unhealthy online sexual behaviour, sharing images and consent. To support education professionals, it has published the Education for a Connected World framework which sets out the knowledge and skills children and young people should have the opportunity to develop in areas such as online relationships and self-image and identity.
Answering these questions will support the DSL or equivalent in considering whether a young person is at risk of harm, in which case a referral will be appropriate, whether additional information or support is needed from other agencies or whether the school can manage the incident and support the young people directly. Why were the nudes and semi-nudes shared? Was the young person put under pressure or coerced or was consent freely given? Have the nudes and semi-nudes been shared beyond its intended recipient? Was it shared without the consent of the young person who produced the images? Does the young person understand the possible implications of sharing the nudes and semi-nudes?
This exercise may be used by a DSL or equivalent with staff to explore the issues around responding to incidents of nudes and semi-nudes being shared by children and young people. It is designed to illustrate a range of incidents and highlight that an appropriate and proportionate response needs to be considered for each incident. A - Prepare a set of case study cards per group. This takes a little time but the cards can be reused. If preferred, you may wish to use anonymised case studies that you are aware of and able to discuss the outcome. Assign a distinctive coloured card to each of the six categories above, then cut and mount each of the 14 case studies accordingly. Divide delegates into groups of Give each group a set of case study cards all 14 if time permits, if not then ensure that they have at least one of each colour.
Give each delegate a copy of Resource Sheet 3 and ask them as a group to decide for each case study which typology category they would assign to it. Record any comments on their sheets. Pull out a variety of incidents that reflect the different typologies, for example romantic, attention seeking, aggravated adult, and ask delegates to consider the following:. This should take into account how they would respond. They should consider the following:. Allow for discussion in small groups on these topics and, where possible, ask them to refer to the main body of the advice. Draw out any key elements for discussion and take the opportunity to remind staff of any relevant policies and procedures in managing incidents of nudes and semi-nudes being shared.
Case study 1 A pupil in Year 12 confides in a friend that she shared nude images with her boyfriend who has just turned 18 and is in Year They have recently split up and the girl has asked for the images to be deleted — the boy has refused, and the girl is worried that he might show them to his friends. Case study 2 Two year-old males are in a relationship and have faced some homophobic abuse online. This has culminated in their heads being digitally manipulated onto pornographic images which have been shared. One of the boys confided in a member of staff about what had happened. On investigation, it becomes clear that they have exchanged nude images with each other. Another young person claims to have a copy of the image although there is no proof of this and has threatened to share it.
Case study 3 A year-old boy sent one picture of himself masturbating to another pupil in his class. The pupil was shocked and shared the image with two others asking for their advice and what to do. One of the pupils showed the image to their parents who have emailed it to the form tutor at school demanding that something be done. Case study 4 Two year-olds were having sex at a party — someone took a photo and shared it online.
One of the year-olds is really distressed and has allegedly tried to self-harm. The two year olds have had no previous safeguarding concerns and have been in a relationship for some time. Apparently a girl from your school has posted content of herself in her underwear simulating oral sex. The DSL has not seen any of this content but has been told by their pupils. When you speak to the pupil she insists this is not true and that she is fully clothed in any content. Case Study 6 An year old boy sent a nude photo of himself to his year-old girlfriend an ex pupil. No physical sexual activity took place between them prior to this event online or offline. He said it was meant as a joke and that no physical sexual activity took place between them prior to this event online or offline.
Case Study 7 A girl, 15, sent a topless photo of herself to her girlfriend, who was also When they broke up, the girl sent the photo to numerous friends and many recipients forwarded the image to others. The education setting found out when one recipient told a parent. By then over students had received the picture. Case Study 8 The parents of a year old girl found nude pictures of her on her mobile device and approached her school for advice. She admitted sending the pictures to a year old man she met online. The girl stated she was in love with him and he lived in another part of the country.
The man continued to ask for more, threatening to leak the photos he had already received. The boy told his friend who then reported it to a member of staff in the education setting. A classmate disclosed this information to their class teacher. Case Study 11 Parents approached the school when they discovered their son, 16, had received a video of a year-old boy masturbating. Their son is gay and in a relationship with the other boy who he knows through school. His parents were upset about his sexual orientation.
Case Study 12 A boy, 15, sent unsolicited naked pictures of himself to three different girls in his school. One of the girls reported it to their class teacher. Case Study 13 A girl, 17, posted nude pictures of herself on a social networking site. The website identified the images as possible child abuse images, removed them and reported the incident to NCA-CEOP, which referred the report to the local police force.
The police approached the school and talked with the girl, but no further action was taken. Case Study 14 An year-old girl took pictures of her breasts with her mobile phone. Her parents discovered the images and brought the phone to school. She said she had not sent them to anyone. Currently under review and due to be published in This also includes instances where a person under the age of 18 shares nudes or semi-nudes created by a peer under the age of 18 with an adult. Consent is defined as an agreement made by choice, whereby an individual has the freedom and capacity to make that choice. This is outlined in s.
This mean the child or young person must have the capacity i. Online sexual harassment: comprehensive guidance for education settings , School of Sexuality Education et al, It is a criminal offence and anyone of any gender can be a victim. Relationships education, relationships and sex education and health education: statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers , Department for Education, To help us improve GOV. It will take only 2 minutes to fill in.
Cookies on GOV. UK We use some essential cookies to make this website work. Accept additional cookies Reject additional cookies View cookies. Hide this message. Home Safeguarding children Sharing nudes and semi-nudes: advice for education settings working with children and young people. UK Council for Internet Safety. Contents 1. Background and context 2. Handling incidents 3. Disclaimer Relevant laws and best practice have been taken into account in the development of this guidance.
How old are any of the children or young people involved? Did the child or young person send the nude or semi-nude to more than one person? Are there additional concerns if the parents or carers are informed? Things to be aware of when making reports to the police: Contact should be made through existing arrangements such as the MASH or equivalent if reporting to the police is necessary. Case study A: Children and young people aged A year-old girl reported to her head of year she had consensually sent her boyfriend another student, 16 a topless photo of herself. Result : The boyfriend was spoken with about consent and trust within healthy relationships. Case study B: Children and young people aged A year-old girl reported to a DSL she had been forwarded a naked photo of one of her friends, Case study C: Children and young people under the age of 13 An year-old boy reported to his class teacher that one of his friends took a photo of themselves naked and sent it to him last night.
Result : His behaviour was discussed with his parents present and he was instructed to delete the images immediately from any devices, including his recently deleted folder. Contents Print this page. Is this page useful? Maybe Yes this page is useful No this page is not useful. Thank you for your feedback. Report a problem with this page. What were you doing? What went wrong? Email address.
Developmentally expected Socially acceptable Consensual, mutual, reciprocal Shared decision-making. Single instances of inappropriate sexual behaviour Behaviour accepted by peers within peer group context Context for behaviour may be inappropriate Generally consensual and reciprocal. Problematic and concerning behaviours Developmentally unusual and socially unexpected No overt elements of victimisation Consent issues may be unclear May lack reciprocity or equal power May include levels of compulsivity. Victimising intent or outcome Includes misuse of power Coercion and force to ensure victim compliance Intrusive Informed consent lacking or not able to be freely given by victim May include elements of expressive violence.
Though there are clearly risks when children or young people share images consensually, those who have been pressured to share nudes and semi-nudes are more likely to report negative consequences. A referral should be made to the police if a child or young person has been pressured or coerced into sharing an image, or images have been shared without consent and with malicious intent.
The nudes and semi-nudes may have been shared initially with consent but then passed on to others. A child or young person may have shared them further with malicious intent, or they may not have had a full understanding of the potential consequences. The police should be informed through the MASH or equivalent if there was a deliberate intent to cause harm by sharing the nudes and semi-nudes or if they have been used to bully or blackmail a child or young person. Children under 13 are dealt with differently under the Sexual Offences Act This law makes it clear that children of this age can never legally give consent to engage in sexual activity.