Unit 3: Peer-on-peer sexual abuse

Although this course discusses different aspects of peer-on-peer abuse in separate units and steps, it’s important to recognise that there is a lot of overlap. For example, we see characteristics of bullying such as an imbalance of power in sexual harassment and abuse too, that it can happen both in person and online and can often be connected, and that it can happen in school and out of school.

The underlying message throughout the course is that school staff – all school staff, whether you teach or assist in the classroom or have another role that brings you into contact with children – are well-placed to notice when something is wrong, whether it’s changes in a young person’s behaviour or mood, deterioration in their attendance, or something else. You are also well-placed to be a trusted adult who young people you work with can talk to, someone who can help.

Alongside that message, if you have a concern that could be a safeguarding concern you should seek the advice of the designated safeguarding lead (DSL) in your school. Never dismiss it because you think it will be considered too trivial or because you hope someone else will address it. Peer-on-peer abuse is an aspect of safeguarding, and you should treat it as such.

In this unit we draw on the findings of recently published research on peer-on-peer sexual abuse, particularly research based on the views and experiences of young people and the impact on them. Amongst other topics, we look at teenage relationship abuse, definitions and the law, and differences in the experiences and perceptions of girls and boys. The aim is to develop a broader understanding of the types of harmful behaviours listed as examples of peer-on-peer abuse in Keeping Children Safe in Education, why they are of concern and what school staff can do to safeguard children more effectively.
 

By the end of Unit 3 you should be able to:

• Say what the terms listed as peer-on-peer sexual abuse in Keeping Children Safe in Education mean and give examples of the behaviours associated with them
• Outline some of the differences in the ways that peer-on-peer sexual abuse affects girls and boys 
• Explain what teen relationship abuse is and why young people in abusive relationships might find it difficult to seek help
• Identify sexual behaviours that are illegal
• Outline what is meant by ‘consent’ in the context of young people and sexual behaviour 
• Describe some of the ways in which school staff can take a proactive role in safeguarding young people from peer-on-peer sexual abuse.