Child Protection for International Schools

Learning about abuse can be distressing and, for some, it may remind them of past experiences; for example, as
someone who experienced abuse or as an adult who didn’t act when they suspected a child was suffering abuse. If
this applies to you, it may be helpful to talk to someone who is experienced in providing support.

• The INHOPE Foundation www.inhope.org

• Europol https://www.europol.europa.eu/report-a-crime/law-enforcement-reporting-channels-child-
sexual-coercion-and-extortion
• Child Helpline International https://www.childhelplineinternational.org/child-helplines/child-helpline-
network/
• The Brave Movement https://www.bravemovement.org/

Child Protection for International Schools

Welcome to your course on ‘Child Protection for International Schools’ written in partnership with
Sara Hedger, international safeguarding consultant.

The purpose of the course is to:

• raise your awareness of abuse and neglect

• help you to recognise early signs that might indicate a problem
• show you how to take action if you know or suspect that a child needs help.

Many countries have mandatory reporting procedures and so it is important that you understand what these are and
know how to act if required to do so.

A list of international, regional, and local guidance can be found on The International Centre for Missing and
Exploited Children website or Child Helpline International. Links can be found in the Resources section when you
leave this course.

It is the duty of the Designated Safeguarding Lead for child protection to establish what safeguarding and child
protection support services are available in your country.

Module 1 – Child Development

In this module we will cover:

• the difference between safeguarding and child protection

• children’s developmental needs
• developmental milestones
• positive and negative influences on child development
• working in a child-centred way.

Please note

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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.
It is important to be aware that not all countries have legislation in relation to child protection. It is the duty of the
‘Designated’ senior person for Child Protection to establish what support services are available for children in
relation to safeguarding and child protection in the specific country in which you are operating.

The course refers to children which includes babies, toddlers, infants, children and teenagers from birth right up to
the age of 18.

This course references the word ‘school’, but it is equally applicable to pre-school settings and colleges.

International Task Force on Child Protection

In 2014 the International Task Force on Child Protection was established. They work with international schools and
associations as well as transnational government agencies, setting out clear objectives to address child protection
within the international school community.

Further information for British International Schools

The statutory guidance in England that contains information on what schools and colleges must do to keep children
safe is called ‘Keeping Children Safe in Education’. Those staff who work directly with children should read at least
Part one of this guidance. Governing bodies/trustees and proprietors, working with their senior leadership teams
and especially their Designated Safeguarding Lead should ensure that those staff who do not work directly with
children read either Part one or Annex A (a condensed version of Part one) of this guidance. This is entirely a matter
for the school or college and will be based on their assessment of which guidance will be most effective for their
staff to safeguard and promote the welfare of children.

The guidance is recommended by organisations such as COBIS because the principles work for children across the
whole world. However, the legislation would not be statutory in countries outside England and may need adaption
according to the country context and laws.

Safeguarding or child protection?

It is important to note the difference between the terms ‘safeguarding’ and ‘child protection’.

Safeguarding is the action that is taken to promote the welfare of children and protect them from harm.

This means:

• protecting children from maltreatment

• preventing harm to their mental and physical health or development
• ensuring children grow up in a safe environment
• taking action to enable all children to have the best outcomes.
• It is schools’ responsibility to make sure they operate in a way that minimises as much as possible the risk of
abuse to children and young people. Effective safeguarding means practitioners should understand and be
sensitive to factors, including economic and social circumstances which can impact children and families’
lives.

UNICEF defines child protection as preventing and responding to violence, exploitation and abuse against children.
This includes commercial exploitation, trafficking, child labour and harmful traditional practices such as female
genital mutilation.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.
Child protection is part of safeguarding and promoting the welfare of children and can be defined as activity that is
undertaken to protect specific children who are suspected to be suffering, or likely to suffer, significant harm.

This includes harm that occurs inside or outside the home, including online.

There should always be a whole school approach to safeguarding and child protection. This means involving
everyone in the school, including the governors or proprietor/operator, all staff, all the children and their parents or
carers.

Children’s developmental needs

How a child grows and develops is strongly influenced by the support and guidance of those around them, regardless
of their nationality, culture or level of ability. A child should progress to reach their potential if their development
needs are met, parenting capacity is stable and family and environmental factors are positive. As children grow, the
extent to which these needs are met will shape the individual as a whole.

The Assessment Framework identifies seven areas of child development along which children should progress if they
are to realise their potential and wellbeing.

1. Health
This includes a child’s growth and development as well as their physical and mental wellbeing. The child
should have a nutritional diet, be able to exercise and receive appropriate healthcare when needed.

2. Education
This covers all areas of a child’s intellectual development which begins from birth.

3. Emotional and behavioural development

This is about a child’s emotional development and how this is reflected in their behaviour as they grow. It
takes into account the child’s temperament, and how well they adapt to change and respond to stress.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.
 4. Identity
This relates to the child’s self-image and self-esteem and children having a positive sense of their
individuality.

5. Family and social relationships

This area is about the child’s increasing ability to understand and share the feelings of another.

6. Social presentation
This concerns the child’s growing understanding of how their appearance, behaviour and abilities contribute
to the way they are perceived by the outside world and the impression they create on others.

7. Self-care skills
These include the child’s developing emotional maturity and the communication skills that will help them
become independent. In the early years, they include the practical skills of washing, dressing and feeding.
For teenagers, they cover areas such as personal safety, sexual health and the ability to manage their own
finances.

As children grow, the extent to which these needs are met shapes the whole person. The Assessment Framework is
one method professionals use to assess gaps in needs being met, and they will also assess the parents’ capacity to
provide care, as well as the influence of family and environmental factors.

There are substantial differences in cultural views about what constitutes good parenting and what constitutes
abuse across the world.

Female genital mutilation (FGM) is illegal in many countries throughout the world. Despite this, it is still practised in
many of these countries effectively with impunity.

Developmental Milestones

From the moment a child is born through to adulthood, their development can be measured through physical,
emotional, social, intellectual and linguistic milestones.

All children and young people follow a similar pattern of development and the order in which they develop is
approximately the same. However, every child develops at a different rate and they may not progress evenly across
all the areas.

Of course, every child is an individual and children grow up in a variety of different circumstances including; for
example, growing up with disabilities that affect communication, so there isn’t a set template, but we are able to
look at the main stages and broad developmental milestones.

It is important to be aware of the stages and typical progressions of development because abuse may slow or
adversely affect a child’s development and this should alert you to the possibility of abuse or neglect.

The order of development starts from the top down, beginning at the head and neck and gradually progresses
downwards to the feet. Development also moves from the inner body to the outer body. Initially, children gain
control of the muscles close to the torso and head. They then slowly gain more control of the outer muscles; for
example, in the shoulders, upper arms and thighs, and finally the feet.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.
Children’s linguistic progress begins with crying and making single-syllable sounds through to simple words and then
complex sentences.

Children’s emotional responses initially involve their whole body and gradually become more specific and focused as
they get older. For example, a toddler having a tantrum will use their whole body to express emotion whereas an
older child may express emotion only on their face.

Influences on development

Negative influences

Many factors can influence a child’s development, including parents’ or caregivers’ own ability to meet their child’s
needs.

The following factors can have a negative impact on a child but also put the child at risk of serious harm.

Domestic abuse – Children who live in a volatile household can experience physical and emotional damage, which
can be long lasting.

Substance misuse – Parents who are regularly involved with drug or alcohol misuse are less likely to be able to
provide a safe, stable, stimulating environment.

Mental ill-health – Parents who experience mental ill-health such as psychosis, may find it hard to encourage and
provide emotional stability for a child.

This is known as the ‘toxic trio’.

The Toxic Trio

The Toxic Trio is a term used by professionals to describe the issues of

domestic abuse, mental ill-health and substance misuse. They are
viewed as indicators which, if present, increase the risk of harm to
children and young people. There have been many cases in which
children have been exposed to long periods of ‘the toxic trio’ which
have resulted in serious harm or loss of life.

Other risk factors

A child’s development needs and development milestones can also be affected by:

Being a looked after child or young person

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.
The needs of a looked after child are often extremely complex. ‘Looked after’ means being in the care of the State.
Developing a positive, loving relationship with a parent or caregiver (often called secure attachments) can
sometimes be difficult which will affect how they react emotionally to situations.

Unaccompanied asylum-seeking and refugee children

They are alone, in an unfamiliar country and at the end of what could have been a long, perilous and traumatic
journey. Some of these children may have experienced exploitation or persecution in their home country or on their
journey. Some may have been trafficked and/or exploited in other ways.

Positive influences on development

Having a stable, loving, safe environment will have a positive influence on a child or young person’s development
both physically and emotionally. Ensuring children have firm age-appropriate boundaries and encouraging and
listening to them are also very important.

It has been shown that if children are unfortunate enough to experience any adverse factors they are more likely to
be resilient in difficult conditions if they have had secure early attachments and a stable upbringing.

A child-centred approach

Because you have regular or daily contact with the learners for whom you have a responsibility, you are well placed
to notice their physical presentation, emotions and behaviours and when they may need help and support.

Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact
with children and their families and carers has a role to play in safeguarding children. In order to fulfil this
responsibility effectively, all professionals should make sure their approach is child-centred. This means that they
should consider, at all times, what is in the best interests of the child.

It is essential that you play your part in helping to protect children by being aware that abuse exists and being
prepared to take action should you suspect abuse. To do this you will need to learn more about abuse and what
forms it can take.

A child-centred approach is also supported by the United Nations Convention on the Rights of the Child.

Children say they need:

• Vigilance: to have adults notice when things are troubling them.

• Understanding and action: to understand what is happening; to be heard and understood, and to have that
understanding acted upon.
• Stability: to be able to develop an ongoing stable relationship of trust with those helping them.
• Respect: to be treated with the expectation that they are competent rather than not.
• Information and engagement: to be informed about and involved in procedures, decisions, concerns and
plans.
• Explanation: to be informed of the outcome of assessments and decisions and reasons when their views
have not met with a positive response.
• Support: to be provided with support in their own right, as well as a member of their family.
• Advocacy: to be provided with advocacy to assist them in putting forward their views.

Summary

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.
In this module we have looked at child development and the factors that can influence it. We also covered the
factors that can influence child development in a positive or negative way, as well as what children say they need.

By having an awareness of these areas, you will have a clearer understanding of when a child may need support.

You are now ready to complete the corresponding questionnaire. Click ‘Questionnaire 1’ to begin the questions.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course. No part of this material may be reproduced or utilised in any form or by any
means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without permission in writing by Tes Global Ltd.