Photo credit: Save the Children

Guidance
SAFEGUARDING CHILDREN IN OUR EDUCATION
WORK
February 2019
Guidance

Safeguarding Children Key things to remember

1. Eliminating opportunities for children to have
In our Education work
isolated 1:1 time with teachers or other staff will
Schools and temporary learning spaces are sadly common dramatically reduce the likelihood of sexual
locations for physical, emotional and sexual abuse of abuse and exploitation occurring
children, perpetrated by our staff, partners, and other 2. Our staff or volunteers may be used to relying
children. This document will outline some potential risks of on physical and humiliating punishment to
education programmes, and give you suggestions on how to maintain discipline in school – they will need
manage them to ensure children are as safe as possible. guidance to learn new approaches
Common types of abuse in 3. Regular training on child safeguarding, especially
temporary learning spaces & schools Safer Programming, helps staff, volunteers and
contractors to think through a ‘child-lens’ and
avoid risks
Physical & humiliating punishment
4. Teaching staff, volunteers, other adults (including
caregivers) may be experiencing trauma
themselves (esp. in conflict response); and may
Sexual exploitation & abuse need extra support to better help students
5. Risk management is an active, on-going
process that never stops! Don’t be afraid to
Emotional abuse challenge each other to ensure children are
safeguarded.

Key ‘people’ risks

• Staff or volunteers who rely on physical and humiliating
• Rapidly recruited, untrained or poorly
punishment to maintain discipline in school
supervised/managed staff who might miss signs of
• Unequal power dynamic between children and teachers; sexual exploitation and abuse and/or fail to act swiftly
especially relating to gender inequalities and norms; on concerns – inappropriate teacher-student ratios can
that may result in sexual exploitation (e.g. sex-for- add to this
grades)
• Proximity of any individuals or groups that may pose a
• An education team untrained on Child Safeguarding, the threat (e.g. soldiers, builders, militias) on, or near,
prevention of sexual exploitation and abuse or Safer school site
programming principles in regular contact with children
• Stressed out staff may be more likely to resort to
(not just teachers, also assistants, caretakers, guards,
physical and humiliating punishment; and less likely to
cleaners etc.)
notice warning signs of abuse
• Teaching staff, volunteers, other adults (including
caregivers) may be experiencing trauma as a result of
what they have experienced themselves; and may be
less able to support students
• High levels of anonymity (e.g. staff not wearing name SEX
badges, branded t-shirts, high levels of turnover or rapid
recruitment) FOR
• Uncontrolled/unmonitored access (staff and others) to
schools and other programme sites GRADES

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Guidance

How can we mitigate these ‘people’ risks?

• From the beginning of an education project work with
Eliminating opportunities for children to have isolated 1:1
community members, leaders, religious leaders and
time with teachers or other staff will dramatically reduce the
other influential individuals on:
likelihood of sexual abuse and exploitation occurring
• how best to safeguard children within your
programme
challenging those staff members alone, or seeking to be
• the behaviour they should expect from our staff and
alone, with children.
how to report any concerns; alongside any nutrition
key messages. • Establish Codes of Conduct that specify standards of
behaviour for teachers, administrators, and personnel.
• becoming ‘champions of child safeguarding’
Ensure that training on the Code of Conduct is
• Talking to others about the behaviour the provided, and that all staff sign it. Ensure policies to
community can expect and how to report any monitor and respond to violations of Code of Conduct
concerns are in place.
• Reducing anonymity – always wearing a Save the • Ensuing Referral Pathways are in place at the school
Children t-shirt when working, displaying photo ID level to identify, report, and respond to suspected or
when working, introducing visitors to the site by full confirmed cases of violence and other child protection
name and job title to children concerns. School-level protocols should be connected
to those in the broader community.
• Give teachers and other education staff the skills to work
positively with children (showcasing positive behaviour • Provide training on referral and reporting protocols to
and respectful interactions) on challenging behaviour, all teachers, staff, and children.
rather than resorting to negative punishment.
• Activate individuals’ consciences by talking about
• Support children, adults and teaching and support staff children as individuals, as worthwhile, and posting
supporting children and adults to develop coping information such as ‘exploitation is a crime’ ‘abuse
mechanisms to deal with trauma, for example by harms children’ and positive discipline messages
engaging children and adults in mindfulness exercises • Support teacher and other staff wellbeing and
reduce stress to a manageable level

EXAMPLE: Khalid is a teacher who is also a

refugee. He is working for Save the Children in a
refugee camp. As using physical punishment is
OK in his community, he regularly hits children
with a stick if they are late.
11-year-old Maryam has to work in the
mornings, so is regularly late. She drops out of
school, as she is so scared of being hit. Her
mother decides that as Maryam is not in school,
Photo credit: LJ Pasion/Save the Children
she should be married off to a 55-year old
neighbour, to keep her safe during the day.
• Empower staff, guards, caretakers, drivers to say ‘no’ to
uninvited/unexpected guests
• Include Child Safeguarding and Prevention of SEA in
training sessions for all school staff
• Coach and train all teachers and other staff, especially
guards, cooks & drivers - on reporting concerns,
challenging unsafe behaviour or poor practice, Key programme and process risks
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Guidance

• Social exclusion and lack of cohesion within the school • Programmes involving transporting children can
and community (can be perpetuated by different groups increase the risk of harm/accidents & sexual abuse
of children attending different ‘shifts’ at school)
• Lack of child participation in key school management
• Insufficient measures in place for children who attend issues, project development, implementation.
school who may be particularly vulnerable (e.g.
• Lack of school safety management protocols increases
unaccompanied minors, children with disabilities, child
risk of harm and accident.
headed households)
• two adults in the vehicle), and what authorisation they
• Mix of different ages of children in classes at schools
need to do this.
increases the risk of peer on peer abuse.
• If physical contact with children is part of the How can we mitigate these risks?
programme – touching, changing clothes, working with • Refer to, and apply, Save the Children’s Safer Schools
children with disabilities etc. it is easier for potential Common Approach
abusers to disguise inappropriate touch
• Systematically risk-assess through a child safety lens all
• Programming through partners or volunteers; or education programmes and ensure mitigations are
community-based management (transfers power, without robust and effective (and in place!)
appropriate oversight) increases risk of all forms of
• Clear, child-friendly reporting mechanisms that are
abuse (especially sexual exploitation).
confidential, checked regularly (at least once a day) and
• Accessing school ( boarding arrangements) as well as that work
journey to and from school (gangs/local environment)
• Ensure there are CSG messages (e.g. what behaviour
• A lack of standard criteria for admission into education children can expect) and messages explaining the
programmes; or where this is poorly communicated to available reporting mechanisms
the community.
• Include content on safe/unsafe touch and relationships
within the curriculum wherever possible and talk to
children about spotting the signs of abuse, and how to
report it. Let all teachers and other adults know that
the children have been trained on consent; so they know
that children are more likely to report any concerns
they, or their friends have.
• Inclusion of Social Emotional Learning and Psychosocial
Support interventions within the curriculum
• Hold sessions with teachers, school administrators and
staff on issues of gender equality and promoting positive
social norms
• Incorporate training on gender equality and positive
Photo credit: Jordi Matas/ Save the Children
social norms into curriculum for children
• Acceptance of corporal punishment in schools to
• Train children on child protection issues and referral and
maintain control (note there is a strong link between
reporting protocols
physical abuse and sexual abuse)
• Absence of a Code of Conduct and reporting and • Promote social inclusion in the school and community.
referral mechanisms in place • Ensure all staff, teachers, volunteers, or adults engaging
with children undergo comprehensive background
• Activities which require children to have unsupervised
1:1 contact with staff/partners increases risks of sexual checks, sign Code of Conduct and the Child
Safeguarding Policy, and receive training on existing
abuse
reporting and referral protocols
• Uncontrolled access for staff and children to grooming
• Identify a Child Safeguarding Focal Point for each school
tools (e.g. internet)
(ideally two, mix of genders and ethnicities)
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Guidance

• Unexpected site visits by trained Education and/or Child • Control potential offender ‘grooming’ tools – e.g.
Safeguarding staff, who are observing with a ‘child limiting social media contact, IT Policy, monitoring
safeguarding lens’ software where possible
• Recruitment checks – ensure HR are adhering to Safer • Where working through communities to deliver
Recruitment practices even when rapid recruitment is education work, ensure teachers, teaching committees,
necessary. volunteers, partners and the whole school community to
draw up, understand and sign their own Code of
• Clearly state and re-state organisational rules (the
Conduct; and ensure this explicitly prohibits abuse,
Child Safeguarding Policy, the Code of Conduct) that
including sexual abuse. Do not be afraid to be direct.
govern behaviour, ensure all staff ‘live’ the principles of
Child Safeguarding visibly • School Safety Checklist in each school, revisited on a
quarterly basis
• Work with Child Protection colleagues on
mainstreaming protection in education work • Plan and resource strengthening partners/stakeholders
(education authorities/schools /community) to establish
• Staff patrols around the school – ensure there is
safeguarding mechanisms and a Code of Conduct
nowhere in the school grounds (which are not regularly
supervised) to enable staff to check on the safety and
welfare of children – even the Head Teachers office or
home.
• Ensure satisfactory teacher to student ratios are in
place.
• Put in place an adult and child friendly reporting system
that is confidential and secure. Make sure it is
accessible and available in schools and other
educational programme sites. The use of a toll-free
hotline or similar can also be beneficial.
• Provide coaching and training for all education staff,
especially teachers, guards, cooks & drivers - on
Photo credit: Saman Saidi / Save the Children
reporting concerns, challenging unsafe behaviour or
poor practice, challenging those staff members alone, or Risks in the physical space
seeking to be alone, with children.
• Any areas within school buildings which are isolated,
• Train and engage staff and community members obstructed or poorly supervised
responsible for physical locations on spotting the signs
of abuse, and how to report concerns (and reassure • Lack off or insecure, easily accessible areas that should
that it’s safe to do so). be private (e.g. changing rooms, swimming
activities/pool, latrines)
• Give staff regular opportunities to report poor
practice, breach of procedures or concerns and • Unmonitored entrances and exits from schools or
reiterate that they will not lose their jobs for sharing unmarked school premises (when it cannot be seen who
any concerns is meeting/picking up children)

• Ensure activities that require 1:1 contact between staff • Any site left unsupervised by staff that could be used as a
and children are within eyesight or hearing of others – location for abuse or that might attract both children
especially those that involve physical contact. and adults (e.g. a classroom with a TV or computer)

• Any transport or outings with children must have an • Proximity to threats such as building sites, water, traffic,
appropriate number of adults (and always a minimum limited shade, UXO-unexploded ordnance etc.
of two adults) to the number of children, and vehicles • Unsafe or poor quality materials used for equipment or
and outing locations must be safe children’s toys
• Cars or vehicles turning in the school area (risk of hitting
a child)
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Guidance

• Proximity of school to armed actors (including militias, • All drivers must have a current driving licence,
police forces, armed guards)
• Vehicles are road worthy
• Insufficient entry and exit routes to/from the school
• Vehicles have functioning seat belts which must
• Poor maintenance or build of school structures, WASH always be worn whilst the vehicle is moving
facilities etc. for example where toilets are some
• Vehicles are equipped with fire extinguisher and a
distance from the school.
first aid kit.
• Choking or strangulation hazard from toys or items in
• Smoking is prohibited at all times in the vehicle
areas that children can access (e.g. cords near
windows) • Windows and fixtures are free from strings, cord and
other strangulation hazards. Any broken windows must
How can we manage these risks? be boarded up and replaced. Glass is to be disposed of
• Involve Safety & Security colleagues when assessing by a responsible adult.
potential sites, construct or assess locations for schools,
temporary learning spaces (TLS) and other educational
programs; and consider the space with child
safeguarding in mind:
• No windowless doors, no lockable, small dark
rooms, no ‘blind spots’
• No physical threats nearby (e.g. armed actors, large
bodies of water, steep cliffs, falling rocks)
• Separate toilets for boys and girls and women and
men
• Well-lit areas with plenty of ‘natural surveillance’
where appropriate
Photo credit: GMB Akash / Save the Children

• Ensuring areas in and around school contexts have

appropriate lighting
• Access to electrical sockets and wiring is out of reach
from children, sockets are covered and/or disconnected
• Addressing safety risks for children on routes when not in use
children travel to and from school
• Use of extension leads kept to a minimum and sockets
• Not near areas where commercial sexual should not be overloaded. Where possible extension
exploitation happens leads should be clearly marked and taped / tied down to
• Ensure privacy for areas such as changing rooms, avoid tripping hazards.
swimming activities/pool, latrines,
• Socket outlets and wiring are at least 5 metres away
• Control and monitor access to the school sites carefully, from running water outlets
monitor movements of staff and others (e.g. guards).
Ensure there is nowhere in the school grounds (which • Generators are for external use only and at a safe
are not regularly supervised) to enable staff to check on distance from the project site. They must be fenced off.
the safety and welfare of children – even the Head or Under no circumstance should children have access to
senior teachers and staff offices or homes. this area.

• There is clear segregation of vehicles and children (this • Air Conditioning units are fenced off / boxed and
includes vehicles using areas for turning). inaccessible to children

• If children are provided with travel to and from the • An annual maintenance check should be conducted to
education site: ensure they are still of a safe standard.

• Children never sit in the front with the driver

• Children must never be alone 1:1 with the driver
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Guidance

• Wall-mounted fixtures, shelving and furniture are well

maintained, secure and sharp corners are covered.
(Wall-mounted fixtures should only be put up by a
competent person)
• Natural and artificial ventilation is adequate (both hot
and cold)
• Toilets are clearly gender segregated and accessible for
all children.
• All toilets have lighting and lockable doors
• Safe hygiene practices are followed:
• There are accessible handwashing facilities at child
Photo credit: Andrew Pacutho / Save the Children
friendly heights
For more info, or feedback on this briefing please
• Soap is provided at all handwashing stations
contact:
• All student data, including referral forms are kept in
Hannah Snowdon (Senior Humanitarian Education Adviser)
lockable storage. Access is limited to Head Teacher /
programme manager [Link]@[Link] or Cat Carter (Head of
Humanitarian Child Safeguarding)
• Play equipment is age-appropriate, well maintained, with [Link]@[Link]
no sharp edges and free from toxic paints. Replica toys
of violent objects such as guns and knives are strictly
forbidden
For Child Safeguarding support, please contact:
• Choking Hazards: All recreational materials and toys,
including removable or breakable toy parts, are to be Middle East: Mubarak Maman (MEEE Regional Child
larger than a child’s fist. Balloons are strictly forbidden Safeguarding Director)
[Link]@[Link]
• During free play, there is supervision of children using
different equipment in all areas West & Central Africa: Ma-Luschka Colindres (WCA
Regional Child Safeguarding Director) Ma-
• If children are provided with snacks, they must be [Link]@[Link]
nutritious. Drinking water should be clean. Children
must always be supervised whilst eating Asia: Menaca Calyaneratne (Asia Regional Child
Safeguarding Director)
• Every temporary learning space is equipped with [Link]@[Link]
appropriate, in date, first aid kit. (Check all first aid
items to ensure that they have not expired. Expired First East & Southern Africa: Latha Caleb (ESA Regional
Aid items must be disposed of) Child Safeguarding Director)
[Link]@[Link]
• All incidents such as injury, fire, breakages are recorded
noting the details of the incident, date, name of those Latin America & Caribbean: Abdiel Cabrera (LAC
involved and actions taken Regional Child Safeguarding Coordinator)
[Link]@[Link]
• All teachers should have completed first aid training
Global level: Susan Grant (International Child
Safeguarding Director)
[Link]@[Link]