Child Protection Basics for International Schools

Introduction

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

A word of warning

Learning about child 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 failed to 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;
for example:

• The National Association for People Abused in Childhood

• The INHOPE Foundation
• Child Helpline International
• Europol

Links can be found in the Resources of the course.

There may be support agencies available in your own country where you can reach out if needed.

All staff have a responsibility for safeguarding children and working safely, however, this course is designed for staff
or volunteers in educational settings with limited interaction with children. For those with regular direct contact,
we advise completing the Child Protection for International Schools course.

It is important to be aware that child protection legislation differs between countries. It is the duty of the
‘Designated’ senior person for child protection (they may be called the Designated Safeguarding Lead/Child
Protection Lead/Coordinator or similar) to establish what safeguarding and child protection support services are
available in your country. If you are unsure who the Safeguarding Lead/Child Protection Lead is for your school,
you need to ask.

Terminology

This course refers to ‘children’ who are anyone under the age of 18. This includes babies, toddlers, infants,
children and teenagers.

Safeguarding or Child protection?

The terms ‘safeguarding’ and ‘child protection’ are often used interchangeably, particularly in countries where
there is no direct translation, but they have different meanings, so it is important to note the difference.

The term safeguarding is what we do for ALL children and is linked to ‘promoting welfare’.

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.
Safeguarding and promoting the welfare of children can be defined as:

• protecting children from maltreatment

• preventing the impairment of children’s mental and physical health or development
• ensuring that children grow up in circumstances consistent with the provision of safe and effective care, and
• taking action to enable all children to have the best outcomes.

Child protection refers to the action taken to prevent and respond to violence, exploitation and abuse or
maltreatment against children identified as suffering or likely to suffer significant harm. It is the responsibility of the
school leadership to make sure the school operates in a way that prevents and safeguards against the risk of
maltreatment to children and young people.

Safeguarding is everyone’s responsibility

All organisations that are in contact with children should have robust safeguarding procedures and policies in place
which you should have seen and understand.

Even if your role does not involve work or volunteering activity directly with children, you should understand the
importance of safeguarding and child protection. Everyone should safeguard and promote the welfare of children so
that the need to protect them from harm is reduced.

Recognise, Respond, Report

It is essential that you play your part in helping to protect children by being aware of:

• types of abuse and signs of abuse

• how to respond when you have a concern
• who you need to pass the information to
• how to follow safeguarding procedures
• how to work safely.

What is child maltreatment?

Child maltreatment includes any type of abuse or neglect of a child caused by inflicting harm or failing to prevent
harm. Child maltreatment is a global concern because abuse can have a significant impact on a child’s mental and
physical health, both short and long-term.

The four commonly recognised forms of maltreatment are:

• neglect
• physical abuse
• sexual abuse
• emotional/psychological abuse.

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 way child maltreatment is described varies depending on the country. You can expect your school to provide
some basic training/information for you. There are also other specific safeguarding issues that you should be aware
of; for example, child-on-child abuse including bullying/online bullying, child exploitation, radicalisation, domestic
abuse, and more.

Remember abuse and neglect can happen anywhere, including at home, at school, at sports or leisure venues,
healthcare facilities or during private lessons. Children may be abused by an adult or adults, or another child or
children, so being vigilant in the surroundings in which you work is important when supporting children’s welfare.

All child abuse can have serious and potentially devastating long-lasting effects, so you need to know what to do if
you are worried about a child. Some people mistakenly think that if abuse is not violent or sexual, it is not as bad.
However, emotional abuse and neglect can be just as damaging and because they can be difficult to identify, people
can be less likely to identify it and intervene.

Signs of abuse

Children regularly collect bumps and bruises during their everyday lives, but it doesn’t always mean that they are
being abused. All injuries need to be considered alongside:

• the age of the child

• their stage of development
• their social background
• where the injuries are on their body and any explanation given.

Your role is to be vigilant and share any concerns you have with the Safeguarding Lead for your school. You do not
need to collect ‘evidence’ or provide an explanation. However, you need to be observant and notice how the
children are and if there are unexpected or unexplained changes in their behaviour, this relies on your knowledge of
the children in your school so if you can, take time to engage with children. Then you can consider whether what you
are seeing or hearing is usual for them.

Remember signs could be physical, emotional or behavioural in nature so being alert and knowing what to look for
is important:

Neglect

Possible signs of child neglect may include:

• low-attendance or missing school

• frequent lateness
• change in behaviour e.g. becoming aggressive, withdrawn or anxious
• frequently hungry or not being given money for food
• poor personal hygiene
• unwashed clothes
• inappropriate clothing e.g. no warm clothes in cold weather
• untreated medical or dental problems

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.
 • poor dental hygiene
• weight or growth issues
• low self-esteem
• poor social relationships
• frequently tired
• lack of appropriate adult supervision which may endanger the child.

Physical abuse

Possible signs of physical abuse may include:

• bruises, burns, bites and cuts

• injuries that have not received medical attention
• scarring
• injuries that form a shape or pattern e.g. possible finger marks or a belt buckle
• marks that might indicate a child has been restrained or strangled, for example bruising
on the neck or wrists.

Sexual abuse

Possible signs of sexual abuse may include:

• stomach pains
• genital or anal pain, itching, bleeding or discharge
• recurring genital-urinary infections
• discomfort in walking or sitting
• bruises.

Emotional abuse

Possible signs of emotional abuse may include:

• self-harm marks e.g. cuts, burns, scratches

• erratic weight or growth patterns – losing or gaining weight
• delayed development, either physically or emotionally
• unexplained changes in mood or behaviour.

Emotional/behavioural signs

Possible emotional/behavioural signs of a child being abused:

• avoiding being alone with, or frightened of, a person or people they know
• refusal to discuss injuries
• fear of returning home or going to someone’s home
• changes in their mood e.g. feeling angry, anxious etc
• changes in mood after using the internet or texting

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.
 • being secretive about their online activity
• difficulty in concentrating or lacking focus
• finding it hard to trust people
• having problems developing relationships
• developing an eating disorder or changes in eating habits
• self-harm and/or suicide ideation
• low self-esteem, becoming depressed or anxious.

Safe working practice

When working or volunteering with children, it's crucial to follow safe working practices consistently.
This ensures the safety and welfare of the children, yourself, and fellow staff members, as you hold a position
of trust and authority.

Children deserve safety and protection from all forms of harm and neglect, and you have a fundamental duty of
care. Familiarise yourself with your school's Safeguarding and Child Protection policy, procedures for managing
allegations against adults, and staff behaviour guidelines, which may be found in the school handbook or Code
of Conduct.

Be aware that some countries have additional codes of conduct for educators and staff who work in school so make
sure you check with your school Safeguarding Lead if this is the case and follow all guidance.

The examples below outline some of the areas you should consider to help safeguard children and young people,
but also help safeguard yourself.

• Always work in the best interests of children - do not behave in a manner that could be deemed as
offensive to the people around you. Be culturally sensitive and aware and avoid using foul or abusive
language, discussions of a personal nature, being under the influence of alcohol or inappropriately
dressed for your professional role and country of work.

• Only transport children if it's explicitly within your role, ensuring you follow all safe working practices
set by your school.

• Only use approved school communication methods and refrain from engaging in any personal
communication with children, such as texting, messaging, or social networking sites.

• Be open and honest; work in a way that cannot lead to anybody questioning your motivations or
intentions. There should never be any elements of secrecy to your work.

• Treat everyone with respect and fairness, embracing diversity in culture, disability, gender, language,
racial origin, religious belief, and sexual orientation.

• Confidential or private information about children should only be shared with the Safeguarding Lead for
your school or whoever is identified if you are worried about a child. The information should never be
used as a source of gossip.

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.
Be vigilant and take action

Being vigilant is extremely important. Children can be at risk from others, but they can also put themselves at risk.

You will see and overhear things that others may not notice, so if you have concerns then you must share them
with the Safeguarding Lead for your school. If you have concerns about a child’s wellbeing, the greatest danger
is that you do nothing.

Examples

• You notice cuts or burns on a child’s arm and they ask for first aid. Asking for first aid could be a cry for
help because they need to talk to someone.

• You notice a child will not take their jacket off in hot weather or they are wearing many layers of clothes.
This may indicate physical abuse, self-harm, an eating disorder or neglect.

• You hear a conversation of a sexual nature that is not age-appropriate. You become aware the group
has sent or received texts of an inappropriate nature. This could be an indicator of online bullying or
sexual abuse.

• A child you have known for some time appears to be intimidated by a group of children at school.
You notice they are quieter than normal. This may indicate the child is being bullied.

• You overhear a group of girls arranging to meet some older boys after school. When asked how they
knew the boys they said they had spoken to them on a social networking site but had never met them.
This could put them at risk of harm.

Children who could be additionally vulnerable

Babies and very young children

Babies and very young children can be particularly vulnerable and do not have the words to describe
experiences of abuse.

With babies, you should be alert to physical and behavioural signs of abuse and in addition to this, with young
children, you can look at their play behaviour and their paintings and drawings. Ask yourself whether they
portray images that should be beyond the knowledge of a child of that age or whether they could be trying to
tell us something without using words.

Children with additional needs

Some children with additional needs may require alternative communication methods to describe experiences of
potential abuse. Familiarise yourself with ways to provide opportunities for children to express themselves
effectively through alternatives to verbal communication. It may be helpful to seek advice from your school's
inclusion/SEND team.

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.
Responding to concerns

How to respond when you have a concern

All organisations that work with children should have a Safeguarding Lead and a Safeguarding and Child Protection
policy and procedures that accompany it. It is important that you know who the Safeguarding Lead is and have read
and understood the Child Protection policy. You should pass on disclosures, allegations or your concerns to this
person so that they can act on the information you have given them.

If you have concerns about a child, doing nothing is not an option because you will not be fulfilling your duty of care
or moral and professional responsibility. However, it is not your responsibility to investigate; in fact, you must not
investigate, you must pass on your concern to the school Safeguarding Lead.

How to respond if a child confides abuse to you

If a child tells you that they are being abused, it is important that you know how to respond.

It is important you:

• Stay calm.
• Find a quiet place where your conversation won’t be interrupted. Keep in mind your school’s
guidelines about being alone with a child.
• Attempt to make the child feel safe and secure.
• Be patient.
• Listen carefully to the child and take the situation seriously.
• Reassure them that they have done the right thing in telling you.
• Write down what you have been told as soon as possible. It should be dated, timed and signed.
It should then be given to the Safeguarding Lead immediately. You may have a school online platform
for reporting safeguarding concerns so you should ensure you know how a concern must be shared in
your school by asking your Safeguarding Lead.

It is important you do not:

• Promise confidentiality.
• Ask leading questions.
• Probe for more information.
• Panic or look shocked or angry.
• Make the child or young person repeat their story.
• Interrupt.
• Give an opinion.
• Inform parents.
• Approach or engage with the alleged abuser.

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.
Other points

• If emergency or medical help is required, don’t delay getting it.

• Communicate with the child in a way that is appropriate to their age.
• If a child asks for confidentiality, kindly explain that you need to share the information to keep them safe.
If this causes them to withhold further details, promptly inform the school's Safeguarding Lead without
pressuring the child to continue speaking.
• Familiarise yourself with your school’s procedures for handling allegations against adults and know
whom to approach with concerns. Take time to review your school's whistleblowing policy for your
own understanding.

Allegations against staff

Allegations involving any form of potential abuse must be reported immediately.

For example, it may be alleged that a member of staff (including a volunteer) has:

• behaved in a way that has harmed a child, or may have harmed a child
• possibly committed a criminal offence against or related to a child
• behaved towards a child or children in a way that indicates he or she may pose a risk of harm to them.

It is, of course, very upsetting if an unfounded allegation concerns you, but without exception, every single allegation
must be reported and investigated. It is not necessary to have ‘evidence’ but you should share with the designated
person for allegations in your school anything that worries you about the behaviour of another adult(s). This is done
in good faith and in the best interests of children at the centre of your actions.

Sharing information

Where there are concerns about a child you should follow the school’s policy and procedures. You must report your
concerns to the person responsible for safeguarding in your school (the Safeguarding Lead) and they will decide the
next course of action.

You should not let other considerations, like the fear of damaging relationships with colleagues, get in the way of
protecting children from abuse or neglect.

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.
Summary

Recap

As an individual, there is a great deal you can do to safeguard children and support their safety and welfare.

Use the list to check good working practices.

In my work, I...

 always work in the best interests of children

 have read, understood and will follow the school’s safeguarding policy
 know who the Safeguarding Lead is for the school and how to contact them to share concerns
or seek advice
 know the signs and symptoms of abuse and what to do if I am worried about a child
 make sure I attend all safeguarding training offered and my safeguarding training is up-to-date
 am open and prepared to listen to children
 am aware of my behaviour and that of my colleagues and I know how to work safely
 will always act if I have any concerns about a child
 am vigilant and know that abuse can happen anywhere and to anyone
 follow the school and any country-specific code of conduct.

In this course, you have learnt that safeguarding is everyone’s responsibility. Child abuse can and does happen to
children from any background, belief, culture, class or ethnic origin.

If you work with or come into contact with children, you should always maintain an attitude of ‘it could happen here’
where safeguarding is concerned, and you must always act in the best interests of the child. Being vigilant will help
to keep children safe. Ensure you have the knowledge that will enable you to safeguard others and be prepared to
listen and take action.

If you have regular direct contact with children and young people you should complete the Child Protection for
International Schools or the Child Protection Refresher for International Schools course.

You have now completed this learning module and we trust you have found it useful.

You are now ready to complete the accompanying questionnaire.

Close this window to save your progress then click Questionnaire.

When you have completed the questionnaire, there is the opportunity for you to leave feedback on the course
and we would be very grateful if you would take a minute to do so.

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.