Preventing and responding to gender based violence: a whole school framework

Targeted and specialist approaches to responding to GBV

What are the key features of a targeted approach to GBV?

1. Targeted approaches to GBV involve intervention when there are signs of GBV occurring, or when violence or abuse has occurred.

2. A school’s response to GBV should accord with legislation and the National Guidance for Child Protection in Scotland, be set within the framework of national education policy and GIRFEC, and be underpinned by the principles of the UNCRC.

3. Disclosure of GBV should be treated with sensitivity and in line with the school’s child protection procedures, and relationships and behaviour policy/GBV policy. Particular consideration should be given to sensitivities around potential re- traumatisation and impacts of feeling a loss of control for the person affected.

4. A targeted approach will include consideration of the wide variety of behaviours and circumstances in which GBV may present. Staff may also need to respond to incidents that have occurred outwith school.

5. GBV may be directed at an individual, a group, or be aimed at community of people. Behaviours should be addressed whether they are directed at a particular individual or not.

6. It is important that the gravity of incidents of GBV are fully recognised, and that school staff are supported to gain appropriate knowledge about GBV and the impact that it can have upon those who experience it.

Responses at a targeted level will support the universal approach outlined above regarding school ethos.

Introduction to targeted and specialist approaches to responding to GBV

Targeted approaches to preventing and tackling GBV should align with the GIRFEC approach and the National Child Protection Guidance. A school’s relationships and behaviour policy should provide clarity on how it will respond to GBV behaviours experienced by or displayed by children or young people.

As outlined in What are the forms of GBV?, the types of behaviours staff may be required to respond to can vary significantly in nature. School staff will become aware of behaviours by:

• witnessing them in school;
• having matters disclosed to them by the pupil affected or those that are aware of the incident;
• having matters formally reported to them by families or via a multi-agency response;
• becoming aware of changes in behaviour that may indicate underlying concerns about a child or young person.

Responding to a report of GBV: the person who experienced GBV

Responding sensitively to disclosure

Children or young people who have experienced GBV face significant barriers to disclosure, as outlined in What are the barriers to disclosing GBV? It is therefore important that when a child or young person chooses to disclose concerns to a member of school staff, that they feel that their concerns are being taken seriously. If a child or young person chooses to speak to a staff member, the staff member should take some time to listen to the young person and find out what support they need. Their concerns should be carefully listened to and responded to sensitively, using a nurturing and trauma-informed approach in line with the school’s pastoral and/or child protection procedures, and information sharing and recording procedures (see Recording incidents of GBV). When considering next steps, where it is not possible to meet the wishes of the child or young person due to child protection concerns, this should be explained and the child or young person supported to understand the options available.

“There’s a boy in my class group chat who keeps spamming us with pornographic photos, and he sends really inappropriate messages, like ‘eat my d***’. I feel so disgusted and kind of scared, but I don’t know what to do about it. I’ve tried talking to my other friends but they don’t seem bothered about it. It makes me feel like I’m all alone.” (Girl, 10, Childline)

“It might be helpful to ask if the person experiencing GBV would like a friend to accompany them while they speak with school staff, if staff members consider this appropriate and in light of the need to protect the wellbeing of all young people.” Suggested by children and young people’s groups in Stirling and Angus

Even within a supportive environment, children and young people may find it very difficult to report behaviours. Staff should be vigilant to signs of distress or changes in behaviour which may be linked to the impact of trauma (see Applying trauma-informed practice). Children and young people should be encouraged to discuss any concerns with their teacher, pastoral care team, or trusted adult within school.

There will be circumstances in which GBV is reported to the school by the child or young person’s family – this could be related to incidents and circumstances within the school, at home or in the community. If staff have concerns that an incident which has taken place outside of school is serious or there is a child protection issue, they should refer to social work for next steps.

Similarly, school staff may become aware that a child or young person has experienced GBV via a multi-agency response, which may be led by another agency, while the pupil is attending school. In these situations, school staff should follow the advice of social work and/or Police Scotland.

Specialist Approaches to responding to a person affected by GBV

In the circumstances that a referral for a pupil affected by GBV is required, it should be identified as a child protection matter and all relevant details shared for further assessment. In such cases, it is likely that an inter-agency referral discussion (IRD) will be held to discuss the concerns, any relevant information and the appropriate next steps to ensure safety. It is important to note the essential contribution from education staff within these discussions, and attendance by the appropriate education representative is best practice. Where education staff have not been invited to attend the formal discussion, feedback should be provided and an understanding of next steps is essential. Where applicable, any actions agreed should be recorded within a Child’s Plan for the pupil if one is in place. School staff may decide to open a child’s plan if one does not already exist.

Privacy considerations

If a young person discloses to a member of staff who is not responsible for pastoral care the staff member should be clear with the young person that they will share the information with the Designated Member of Staff (usually a member of school leadership or a named practitioner) to provide further support and advice. School staff should follow agreed local processes and procedures regarding confidentiality and sharing of information, respecting the child and young person’s right to privacy, and in line with GIRFEC information sharing guidance, relevant data protection legislation and National Guidance for Child Protection. The Data Protection Act 2018 states relevant personal information can be shared lawfully if it is to keep a child or individual at risk safe from neglect or physical, emotional or mental harm, or if it is protecting their physical, mental, or emotional well-being.

“I would like someone to listen to me and ask how I want be supported rather than someone deciding for me what support I need.” The Rise Report: supporting young women facing abuse in their intimate relationships, pg 18

Where child protection procedures are underway, a multi-agency decision will be taken as to who is best placed to provide the child and the family with an update. School staff will be aware of the need to ensure that sharing of information does not compromise safety. If a child or young person has identified a family member, parent, or carer as the person who is carrying out GBV, care should be taken to avoid sharing sensitive information with that person. School staff responsible for responding to an incident of GBV should refer to social services for advice in these scenarios.

Where there is not a child protection concern, staff should gain consent from children before contacting families where possible and inform them before this happens. Where a child is over the age of 12, has sufficient maturity and understanding and there is not a child protection concern and no criminal offence has been committed, they may decide that they do not wish their parents/families/carers to be informed.

There may also be instances where privacy concerns relating to the other child or young person involved means information cannot be shared with the person affected, for example, if an incident has been referred to the Children’s Hearing System. This lack of information may make the child or young person affected feel that nothing has been done in response to their disclosure. In such instances it should be emphasised to the child or young person that what happened to them matters and reassurance given that action is being taken.

School staff should also be mindful of disclosing personal information relating to sexual orientation or gender identity. Information relating to a person’s health, sex life and sexual orientation is recognised as special category personal data under data protection legislation. This personal data requires more protection due to its sensitive nature.

Taking action to meet the needs of the person who has experienced GBV

The needs of the child or young person who experienced GBV should be central in determining a response to support them. School staff should ensure that the child or young person fully understands what will happen following disclosure (see Responding sensitively to disclosure) and is able to retain a sense of control. It is important for staff to understand what they would like to happen and why, and communicate this to other agencies if involved (for example social work), so that the child or young person’s views can be taken into consideration in next steps and planning. This is particularly important for children and young people who have experienced GBV, because violence and abuse involve taking away agency and choice, and feeling further disempowered can lead to re- traumatisation.

Of particular concern may be their safety. If the child or young person does not feel safe, they may be at risk of further harm as they may seek to protect themselves by withdrawing or disengaging from situations which they deem to still be unsafe. In these circumstances, a clear plan to secure the safety of all children and young people involved should be established, including appropriate actions.

Even if what the child or young person asks for is not possible, their request can help school staff to understand what the underlying need is. For example, they may express a wish for the person responsible to be locked away, but the underlying need is for safety, justice, protection and closure. Schools should consider how to demonstrate that they take these concerns and wishes seriously, and wherever possible take action to meet the needs of the person affected.

School staff may also consider if it would be helpful for signpost to other agencies for additional support, such as Rape Crisis or Women’s Aid for young people aged 13 and over, and Childline for younger children. Children and young people aged 5-19 can be referred to the school nurse who can provide emotional health and wellbeing support. For children and young people aged 10 and above, school staff may consider if a referral to school counselling services would be helpful for the child or young person. Each of these examples should be considered on an individual basis and should not supersede school protocol and policies. If there is a child protection referral in place, additional referrals should only be carried out following discussion with the core agency taking the child protection referral forward.

Responding to an individual or group who has carried out GBV

In line with the UNCRC, local authorities and other public bodies should ensure that the rights of children under Article 19 of the UNCRC to be protected from violence extends to protection from violence committed by other children. The UN has confirmed that, in respect of children who are subject to violence on the part of other children, “the role of adults responsible for these children is critical in all attempts to appropriately react and prevent such violence.”

Responses to incidents of GBV in schools should therefore be underpinned by the principle that all children and young people in a school community have the right to education, safety and justice, and that all children, young people, and staff have the right to learn and work in an environment free from violence and abuse. Staff should follow school information sharing protocol, as outlined above under Privacy considerations, when sharing information about a child or young person who has carried out GBV.

Challenging and addressing behaviours

Embedding a school culture that addresses GBV means it is important to identify when behaviour constitutes GBV and that the school names it as such. Schools should ensure this behaviour is not minimised as ‘banter,’ ‘just having a laugh,’ ‘part of growing up’ or ‘boys being boys’. Indeed, more commonplace forms of GBV (often seen as ‘less serious’) can be precursors to other forms of GBV, and form part of a culture which normalises GBV and allows it to thrive.

A school’s relationships and behaviour policy should set clear expectations of acceptable and unacceptable behaviour, and the associated responses which school staff can utilise. This should include circumstances where behaviours are repeated, and should consider the health and wellbeing of staff. When staff become aware GBV has occurred, appropriate action should be taken in line with the school’s established relationships and behaviour policy and child protection procedures. Given the particular sensitivities around the impact of GBV, schools may wish to consider developing a standalone GBV policy or specific section on GBV within the relationships and behaviour policy, outlining its approach to responding to such behaviours.

Schools may utilise a range of strategies and programmes to improve behaviour, as set out in Scottish Government guidance. At the root of these approaches is building an understanding of why the behaviour is wrong, and working with the child or young person to prevent any reoccurrence. When deciding what strategies or programmes would be appropriate in response to instances of GBV, staff should have regard to the specific circumstances, and in particular the need not to use approaches that may lead to any person affected feeling unsafe or retraumatised. For example, utilising restorative approaches to incidents of GBV has the potential to be unsafe or retraumatising for the person who has experienced GBV. School staff should be aware that reconciliation may not be possible or advisable in cases of GBV and should not employ strategies that may cause additional distress to any person affected.

Education Scotland’s guidance on promoting positive relationships and behaviour in educational settings brings together resources to assist school staff in understanding approaches to promoting positive relationships and behaviour. The guidance states that ‘behaviour which causes disruption to others should never be ignored or dismissed.’ Practitioners have a responsibility to help children and young people understand the impact of their behaviours. Being nurturing means being ‘both supportive and challenging.’

Behaviours should be addressed whether or not they are directed at a particular individual. For example, general misogynistic comments or attitudes within the whole school community should be challenged. It should be noted that even very young children can display behaviours that would be considered GBV. This should be taken seriously at all stages, with appropriate supportive interventions tailored to age and capacity.

Responses will vary depending on the children or young people and the nature of the incident. For older children and young people, this may include understanding that their actions are taken very seriously, that GBV will not be tolerated in school, raising awareness that there can be legal consequences for actions of GBV. For younger children, school staff may need to provide support to enable them to understand that their behaviour was very serious, unacceptable, and that it hurt someone. While individual responses will vary, there should be consistency in all approaches by focussing on repairing the harm caused where possible and preventing it from happening again.

This should be provided within the context of a child’s plan. The identification of any need for support, and the associated actions required, in order to address behaviours should be drawn into the individual child’s plan. School staff will also wish to consider whether the actions which have occurred as part of an incident of GBV may be considered criminal and should take the necessary steps in line with child protection guidance. This is considered further in the section below.

Specialist Approaches to responding to a person carrying out GBV

Depending on the circumstances of each particular case, schools may require to implement specialist approaches in their response to the person carrying out GBV.

In line with the GIRFEC approach, schools should consider whether children or young people who have carried out GBV require wellbeing or child protection support, and take action accordingly. School staff may decide to open a child’s plan, or review this plan if one already exists, with a view to identifying causes and appropriate interventions including additional resources to reduce the likelihood of recurrence.

GBV behaviours in younger children may raise particular welfare concerns. Staff should follow their school child protection procedures in these cases. With any incidents of GBV, staff can be mindful that those who carry out GBV may have their own experiences of GBV and should allow children and young people a safe space to disclose this if needed. Given the nature of GBV behaviours, some incidents may be potentially criminal in nature (please see Age of Criminal Responsibility and Hate Crime sections of this guidance). School staff should report incidents of GBV where they are aware of, or have reason to believe, that a crime may have occurred or that a child or young person has been seriously harmed. School staff should follow agreed child protection procedures in these cases, and schools should work closely with their local authority and colleagues in core agencies (social work, health and Police Scotland) to ensure the safety and wellbeing of children, young people, and staff. In these situations, the school will receive advice and support from Police Scotland or social work in order to manage the situation within school.

Responding to a report of GBV: School community

Alongside responding to the child or young person directly affected by an incident of GBV, it is important to consider if the incident has impacted a wider group of children or young people, rather than only the child or young person(s) directly affected, for example their close friends. If other children or young people witnessed or were affected by an event, designated staff may speak to those children or young people separately to check wellbeing, and to emphasise that GBV is not tolerated in school and action will be taken. The processes outlined in the sections above on universal and targeted approaches should also be utilised when responding to matters relating to the wider school community.

School leaders may wish to reflect on learning from incidents of GBV in the wider school community in order to consider any steps to prevent recurrence (See Evaluating Progress).

Key considerations for school staff upon disclosure of GBV

A response to an incident of GBV should consider

• The person(s) affected
• The person(s) who carried out GBV
• The wider school community.

In all scenarios, if school staff have concerns that a child or young person has been seriously harmed or there is a possibility that a criminal offence has been committed, they should follow school child protection procedures for onward reporting to Police Scotland and social work services.

The circumstances of an incident of GBV and the response should always be recorded in line with school protocol.

Things to consider: Information about the incident

• Offer the child or young person the opportunity to speak privately in a quiet space with an appropriate member of staff. Take some time to listen to the child or young person and find out what support they need.
• Was the incident directed towards one individual, or was it generalised? (e.g. children and young people using misogynistic language in the corridor)
• Where did the incident take place? In school, the community, online?
• Is this part of a series of incidents, and is there evidence of escalation?
• Ensure that incident details are recorded in line with school protocols.
• Does the nature of the incident indicate the need to implement child protection procedures (for any party) or potential police involvement?

Things to consider: The person who experienced GBV

• Is there a child protection or wellbeing consideration? If so, follow the school’s child protection policy.
• The needs of the person who experienced GBV sit at the centre of responses to GBV. The Equally Safe At School guidance sets out advice on this.
• Do any immediate actions need to be taken to ensure the physical and emotional safety of the person who has experienced GBV?
• What is the age and developmental stage of the person who experienced GBV?
• Have other forms of intersectional discrimination or harassment taken place in combination with GBV?
  • There are support services which specialise in supporting Black and minority ethnic and/or LGBTQI+ young people who have experienced GBV (see Resources)
  • Where there is a child protection referral in place, school staff should discuss with the core agency taking forward, before making other referrals.
• What are the child or young person’s views as to next steps?
• Is the person who experienced GBV aware that information will need to be shared with specific people, such as pastoral care or Senior Leadership Team?
• Does there need to be onward referral to other agencies, such as police and/or social work or school nursing?

Things to consider: The person who carried out GBV

• In line with a GIRFEC approach, consider whether the person who has carried out GBV requires wellbeing or child protection support (see Specialist Approaches to responding to a person carrying out GBV).
• A response to GBV should aim to communicate to all involved that the behaviour was unacceptable, and to promote learning so as to prevent further incidents of GBV (see Challenging and addressing behaviours).
  • This discussion should make clear to the person(s) responsible that their behaviour is unacceptable and harmful to those experiencing it, including naming the behaviour, for example language which was sexist or discriminatory or behaviour which constituted sexual harassment, pointing to the relevant school values.
  • The response should be tailored to age of the person who has carried out the GBV (see Challenging and addressing behaviours).
• School staff may decide to open a child’s plan for the person who carried out the GBV, or review this plan if one already exists, with a view to identifying causes and appropriate interventions including additional resources to reduce the likelihood of recurrence.

Things to consider: School community

• Have other children and young people been affected by this incident, and does this require actions to the ensure wellbeing of these children and young people? If others have witnessed the incident, they may require support to understand that it was GBV, and that it is unacceptable.
• Assess the likelihood of continued or repeated incidents, which may affect other children and young people, and/or school staff.
• Consider whether there is a pattern of behaviour being carried out by multiple people or a group within the school, indicating a cultural problem within the school community which requires a wider community response.
• Consideration may be given to partnership working with expert organisation on addressing the issue of GBV within the whole school community. This should be done sensitively, with particular consideration of the persons directly affected by an incident.
• Take the opportunity to review the proactive prevention activity being carried out.
• Where relevant, consider the health and safety of staff in terms of their working environment.