1. Sexual Behaviour in Children
Kanak Yates
NSPCC Treetops
Gail Valentine
Child Protection Schools Liaison Team

2. Aim Equip schools to understand sexual
behaviour in children and respond
appropriately.
Ask delegates what they are hoping to gain from the session.

3. Adult Responses to Children’s Sexual Behaviour
Acknowledge the emotions which adults experience in relation to children and sexual behaviour.
How these emotions can get in the way of responding appropriately and safeguarding children.

4. Sexual Behaviour in Children
Is part of normal development
Takes place from infancy
Is not always an indicator of sexual abuse
Children have an inbuilt curiosity which supports their development.
They have natural desire to learn about their bodies, their emotions and those of others.
School staff need to be aware that much of the sexual behaviour that they see in children is normal.

5. Children’s – Sexual Development Sexual Behaviour Sexual Knowledge
Exercise
Children’s – Sexual Development
Sexual Behaviour
Sexual Knowledge
In small groups ask delegates to complete blank tables for different age ranges e.g. 3 groups to complete table for age group 2 to 6 years, 3 groups to complete table for age group 6 to 12 years, 3 groups to complete table for age group adolescents.
Feedback for each age group on flip charts. Delegates who didn’t look at that age group to make additional suggestions. Completed tables to be given out. Discussion.

6. Sexual Behaviour in Children
Healthy
Problematic
Abusive
Not all sexual behaviour in children is a cause for concern.
However schools increasingly identifying behaviour which is concerning and with which they need more support and advice.
Main areas of concern are identification, management of the behaviour in school, protection of other pupils and involvement with other agencies.
In order to correctly identify what behaviours to be concerned about, need to understand whether what schools are seeing is healthy, problematic or abusive.

7. Healthy Sexual Behaviour in Children
CONSIDER
Similar age
Voluntary
Part of wider range of games/activities
Coping at school
Happy to be involved DO
Talk to colleagues
Consider if behaviour within normal range
PSHE
Deal with in a matter of fact way
Record
Talk to parents/carers
DO NOT
Blame
Over question
PRESCHOOL
Random, sporadic behaviours, can be exhibitionist/disinhibited, copying behaviours
5 – 7 YEARS
More inter-active, questioning stage, fascination with bodies and sexual behaviour, privacy and inhibition begins.
8 – 12 YEARS
Beginning of puberty, physical and emotional sensations, more experimentation re sexual behaviours, relationships begin for some.
ADOLESCENT
Consent, equality, authority, explicit sexual discussion, sexual swear words, interest in erotic material, consenting sexual activity

8. Problematic Sexual Behaviour in Children
CONSIDER
Negative emotions re sexual play/activity
Over-exposed to adult sexual material
Sexualised behaviour
Knowledge of adult sexual behaviours
Relate to others in a sexual way
Number of concerning behaviours
Family/social difficulties DO
Refer to CSF social care
Record
Talk to parents/carers
Use school Behaviour Policy
Maintain appropriate supervision
Provide clear boundaries
Identify positive adult role model
Build confidence and self esteem
RAMP
DO NOT
Blame
Over question
Sexual behaviour out of balance with other aspects of child’s life. Sexual preoccupation/anxiety.
Behaviours often arise because overwhelmed by sexual information or experiences. Can be compulsive and therefore unlikely to involve planning, force, coercion, manipulation or secrecy.
Behaviours can be directed at self or others. May target other needy, vulnerable children.
Child unlikely to want to hurt/upset others. Often feel guilty, ashamed etc.
Can associate sexual behaviour with affection/attention.
Hardcore pornography.
Exposure, compulsive masturbation, sexually explicit conversations with younger, more vulnerable children, sexual touching without permission.

9. Abusive Sexual Behaviour in Children
CONSIDER
Impulsive, compulsive, persistent, aggressive behaviours
Sexual behaviour beyond developmental expectations
Involved with younger/vulnerable children
Force/coercion DO
Same actions as problematic behaviour plus:
Allow safe mechanisms for expression of aggressive feelings e.g. sport, drama etc
DO NOT
Blame
Over question
Can display full range of adult sexual behaviours.
Use of force, threats, bribes, coercion, manipulation.
Sexual contact with animals.
Targeting of younger, vulnerable children, seek relationship where they feel more powerful.
Lack empathy, frequent feelings of anger, fear, victimization, isolation.
Other behaviour problems, significant social deficits.
Have own experiences of abuse (all 4 categories). Domestic violence in the home likely.

10. Exercise
Healthy?
Problematic?
Abusive?
Rate scenarios.

11. Warning Signs
Sexual behaviours engaged in by children of different ages/developmental needs
Too much knowledge about sexuality/behaviour more consistent with adult sexual expression
Sexual behaviours which continue in spite of consistent and clear requests to stop
Sexual behaviours eliciting complaints from other children/adversely affecting other children
Children who sexualise non-sexual things, interactions with others or relationships
Picking up on warning signs such as these will assist schools in making the correct response to problematic/abusive sexual behaviours in children.

12. Warning Signs
Sexual behaviours progressing in frequency, intensity, and/or intrusiveness
Children (four years and older) who do not understand their rights or the rights of others in relation to sexual contact
Verbal and/or physical expressions of anger precede, follow or accompany the sexual behaviour
Children who use distorted logic to justify sexual actions e.g. “she didn’t say no”
Coercion, force, bribery, manipulation or threats associated with sexual behaviours

13. School Role in Managing Sexual Behaviour
Schools/nurseries are important partners in
inter-agency working for following reasons:
Pick up signs/indicators and are main referrers to CSF
Are part of the child/young person’s network and therefore are part of reinforcing positive and negative messages about sexual behaviour
Can provide on-going support for child/young person
Can provide protection for other child/young people
An inter-agency response to problematic/abusive sexual behaviour is what is required.
Schools are not alone in dealing with/managing the behaviours. Should be part of a wider professional network supporting the child to make sense of its feelings, experiences and learn to manage the behaviours.