Draugedalen, K.;
(2023)
Supporting teachers in safeguarding against harmful sexual behaviour: service providers’ perspectives on transformative practices.
London Review of Education
, 21
(1)
, Article 4. 10.14324/LRE.21.1.04.
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Abstract
Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant on cooperation with a range of children’s services. This study forms part of a wider research project exploring teachers’ safeguarding role. It identifies two emerging issues critical in interpreting the data and developing sound safeguarding processes: recognition of the role of professionals’ emotional reactions in addressing HSB and the impact of asymmetrical power relations. Building on Draugedalen and Osler’s theorisation of teachers’ safeguarding, this article examines front-line service providers’ perspectives on how they can support schools’ safeguarding, proposing a holistic structure of transformative practices that addresses emotions and asymmetrical power relations.
| Type: | Article |
|---|---|
| Title: | Supporting teachers in safeguarding against harmful sexual behaviour: service providers’ perspectives on transformative practices |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.21.1.04 |
| Publisher version: | https://doi.org/10.14324/LRE.21.1.04 |
| Language: | English |
| Additional information: | © 2023, Kjersti Draugedalen. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | safeguarding, inter-agency cooperation, school responses, ethics of care, education professional roles, Norway |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10169298 |
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