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

Scenarios

This section provides an overview of what a response to a report, disclosure or suspected case of GBV may include. These scenarios are not intended to be prescriptive, but instead to demonstrate the different ways in which GBV may present in school, and assist in reflection for both individual staff and school leaders to help inform and strengthen staff discussion about school procedures in practice.

Tackling GBV is only possible through a whole-school approach, which falls under the responsibility of school leadership. While all staff may be required to initiate a response to GBV disclosed to or witnessed by them, they may not be responsible for supporting children and young people on an ongoing basis in relation to a specific incident. Where the Scenarios refer to staff responding to incidents of GBV, it is referencing the designated member of staff who has responsibility for this as part of their remit.

Previous sections of this Framework have set out the Universal approaches to preventing GBV in schools and Targeted and specialist approaches to responding to GBV Responses to which this section refers, while Appendix A: Professional Learning and Resources outlines resources available to support school staff.

For each of these scenarios, school staff should first apply the Key considerations for school staff upon disclosure of GBV detailed above.

The ‘points to consider’ under each Scenario provide additional questions and considerations specifically relevant for each circumstance.

School staff should respond to circumstances and concerns in line with the Getting it Right for Every Child Approach and National Child Protection Guidance as appropriate, following their school’s reporting protocols.

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 been committed, they should follow school child protection procedures for onward reporting to Police Scotland and social work services.

Scenario 1: Staff hear or see sexual harassment behaviours in school, such as catcalling, or use of misogynistic language.

Sexist language or misogynistic comments may include language like: ‘you throw like a girl’; ‘bitch’; ‘slut’; ‘whore’; or language used in online groups such as ‘chads’; ‘Stacys’; ‘Beckys’; or ‘blue pills’. Sexual harassment may include language like: ‘nice arse’; ‘show me your tits’; wolf-whistling, rating girls’ bodies out of 10, labelling a girl ‘most f***able’.

Sexual harassment may also include: attempts to shame, embarrass or humiliate someone in relation to gender roles or stereotypes; comments that hypersexualise, fetishise or exoticise people of colour, LGBTQI+ people and/or other minoritised groups; comments or behaviours intended to shame or humiliate boys in relation to masculinity such as comments about their genitalia, pulling down their shorts (referred to as “Pantsing”, which may be more prevalent against gender non-conforming children and young people), calling them ‘gay’ as an insult.

Points to consider:

• School staff should first apply the Key Considerations in relation to all pupils involved.
• Within the context of an inclusive school environment, it is essential to challenge behaviours involving discriminatory language and harassment in a visible way, as part of a whole school response to GBV. Recording of all incidents, even if they appear minor, aids effective monitoring.
• It is important that anyone who heard the language also hears the response, so that everyone knows that it is unacceptable.
• Staff may wish to speak with children and young people who are experiencing sexual harassment, to check wellbeing and to understand whether this is a repeated occurrence or linked to other incidents.
• Girls can be blamed for ‘inviting’ sexual harassment in relation to their clothing or bodies. Staff responding to this incident can help to reduce any feelings of self-blame by emphasising that the person(s) who experienced the GBV is not responsible.
• Specific guidance for schools on tackling homophobic and transphobic language is available within Addressing Inclusion: effectively challenging homophobia, biphobia and transphobia. National advice and training in support of LGBT Inclusive Education is available from LGBT Inclusive Education | National Platform (lgbteducation.scot)

Scenario 2: Staff need to respond to a report of coercive and controlling behaviour in a romantic relationship between a male and female pupil, that the girl has reported to a member of staff. This behaviour has included threats to share sexual images online. The girl explains that she had been trying to end the relationship, after the boy became increasingly controlling over her, and, as a result, he threatened to share pictures of her.

Points to consider:

• School staff should first apply the Key Considerations in relation to all pupils involved.
• Staff should consider whether any immediate actions need to be taken to ensure the physical and emotional safety of the pupil who has experienced GBV.
• Staff can establish what support may be required for the pupil who has experienced GBV in line with school policy, and establish whether they may be at risk of further harm.
• Staff should refer to child protection policies for guidance on next steps on handling allegations of potential criminality, including referral to other agencies, including Police Scotland, as appropriate.
• School staff should refer to school child protection policies for guidance on next steps to put in place appropriate interventions and supports for all young people involved.
• The girl may need some time and a supportive approach from responsible staff to be able to identify what has happened, especially if the behaviour has been ongoing for some time and/or has affected her expectations of relationships.
• Staff may wish to consider whether interactions with the friends of the male pupil may cause the girl distress, and monitor this going forwards.
• Staff can be vigilant for any signs of continued coercive behaviours on the part of the male pupil and ensure these are quickly responded to if they occur.
• If the images are being shared by other children and young people in school, staff may engage with those children and young people as part of their response.
• It should be noted that if others are now in possession of the images, this may be a criminal offence. As above, school staff should refer to their school child protection policies for guidance on next steps, including referral to social services and Police Scotland.
• See Appendix B: Glossary for more information about coercive control.

Scenario 3: A girl pupil has reported that they have experienced sexual assault, by being touched without consent by a male pupil in school.

Points to consider:

• School staff should first apply the Key considerations for school staff upon disclosure of GBV in responding to each pupil involved.
• Staff should consider whether any immediate actions need to be taken to ensure the physical and emotional safety of the pupil who has experienced GBV.
• Staff can establish what support may be required for the pupil who has experienced GBV in line with school policy, and establish whether they may be at risk of further harm.
• Staff should refer to child protection policies for guidance on next steps on handling allegations of potential criminality, including referral to other agencies, including Police Scotland, as appropriate.
• School staff should refer to school child protection policies for guidance on next steps to put in place appropriate interventions and supports for all young people involved.
• In some cases, for example busy school corridors, individuals may not be aware who carried out the GBV. In this case, responses should focus on supporting the person affected, and, at a later point, school leadership may wish to reflect on the whole- school approach to GBV.

Scenario 4: A member of school staff witnesses a boy pinging a Muslim girl’s bra strap and trying to pull off her hijab. When pastoral staff talk to the girl later, she says that many boys do this, and make sexual comments to her which include racist and Islamophobic slurs.

Points to consider:

• School staff should first apply the Key considerations for school staff upon disclosure of GBV in responding to each pupil involved.
• Staff should act in line with their school’s relationships and behaviour policy to challenge behaviour, encourage reflection and prevent reoccurrence (see Challenging and addressing behaviours).
• The circumstances of the incident and the response should be recorded following school protocol, noting that the incident was both GBV and racism.
• GBV behaviour linked to certain protected characteristics could constitute a hate crime (see Hate Crime). School staff should follow child protection procedures if they are concerned a crime may have taken place.

Scenario 5: School staff become aware that young people are talking about a girl who has said she was raped by a boy at a party at the weekend. Both young people attend the school. Some young people are supporting her and others are saying that it wasn’t rape it was “drunk sex”. She hasn’t spoken to any school staff about what happened.

Points to consider for this scenario:

• School staff should first apply the Key considerations for school staff upon disclosure of GBV in responding to each pupil involved. Where school staff think a crime may have been committed or a child/young person has been seriously harmed, school staff should follow child protection procedures.
• Any information or concern that a child has been raped should result in an immediate child protection response. Staff should refer to child protection policies for guidance on next steps on handling allegations of potential criminality, including referral to other agencies, including Police Scotland, as appropriate.
• School staff should refer to school child protection policies for guidance on next steps to put in place appropriate interventions and supports for all young people involved.
• Where there are wellbeing concerns, rumours should not be disregarded. Staff with the relevant responsibilities can carry out a wellbeing check on the girl. It may be helpful to follow up with the girl at a later point, even if she says at first that she is okay. Any response taken should be recorded following school protocol.
• The law is clear that a person cannot consent if they are incapable due to the influence of alcohol (or other substances). The young person may feel confusion around this and so it may be helpful to signpost to external support, such as Rape Crisis. School staff should follow agreed local processes and procedures regarding child protection and sharing of information.
• This scenario has both primary GBV (the incident) and secondary GBV (negative rumours being spread by the wider school community). Both these behaviours need to be addressed in a response.
• There is an opportunity to reflect on a wider education need within the school community around alcohol and consent. This will be part of a longer-term response rather than an immediate action.

Scenario 6: School staff become aware that a pupil is at risk of experiencing GBV in the form of Female Genital Mutilation.

Points to consider for this scenario:

• School staff should first apply the Key considerations for school staff upon disclosure of GBV in responding to the pupil involved.
• Any information or concern that a child is at risk of, or has undergone, female genital mutilation should result in an immediate child protection response, this should include referral to other agencies.
• School staff can request assistance from specialist support services for FGM. Scottish Women’s Rights Centre has a list of groups who provide this support.
• Staff should be conscious that the pupil may find it very difficult to speak to school staff, because of the personal and taboo nature of the issue, or they may be concerned about repercussions for family members. They may also be conscious of stereotypes and prejudicial attitudes towards their community and fearful of exacerbating these.

Scenario 7: A teacher has asked management for support in managing the behaviour of two children in her class. The teacher had previously complained that two of the children had been calling her derogatory names such as “slut” and suggested sexual acts involving her, after she had told the class she was pregnant. Their behaviour has recently escalated, and the teacher has been confronted by the children this morning. The teacher has been very upset by the children’s behaviour and has grown increasingly worried about going into the classroom alone.

Points to consider:

• School staff should first apply the Key considerations for school staff upon disclosure of GBV.
• Experiencing GBV in the workplace is a traumatic event. The safety and wellbeing of the staff member should be a key immediate priority. Consider what support can be provided.
• The SMT should demonstrate that this behaviour is unacceptable and the teacher should be assured that the matter will be dealt with promptly and measures put in place to protect her safety.
• The teacher should be fully informed of her rights and be given the opportunity to seek support, for example, from her trade union representative.
• A risk assessment should be carried out for the staff member as outlined in Responding to GBV experienced by a member of staff.
• Even if the children are young, this should be identified and responded to as an incident of GBV. As noted in Targeted approaches to responding to GBV, young children displaying GBV behaviours may indicate particular welfare concerns.
• Consideration should be given to the impact of the GBV behaviour on other children within the class and whether any specific interventions are required.
• School leadership may wish to review their whole-school policy for GBV, which includes staff and considers the interconnectedness of health and safety at work and access to Fair Work for women.