Child Safeguarding Awareness Training

Why It Matters

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Children rarely disclose abuse directly, especially when they are scared, ashamed, confused, or manipulated by the abuser. As adults working with or caring for children, we must be able to recognise the indirect signs of abuse—through behaviour, appearance, or changes in routine—rather than wait for a verbal disclosure. Trust your instincts: if something doesn’t feel right, it’s worth reporting.

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Possible Signs of Abuse

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Physical Abuse

Physical abuse involves the deliberate infliction of harm. Some signs may include:

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• Unexplained bruises, cuts, burns, fractures or marks, particularly in unusual places like the back, upper arms, thighs, or behind the ears.

• Frequent injuries with poor or inconsistent explanations.

• Wearing long sleeves or inappropriate clothing to cover injuries, even in hot weather.

• Flinching, cowering, or appearing fearful when approached suddenly, especially by adults.

• Hesitancy or fear about going home or seeing certain people.

• Aggressive behaviour or overly controlling attitudes in play may also reflect what the child has experienced.

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Behaviour among children

• Unusual aggression: A child who hits, kicks, or lashes out repeatedly may be modelling what they experience at home.

• Hyper-vigilance or jumpiness: A child who always seems “on edge” or expects to be hurt.

• Frequent rough play beyond typical boundaries or difficulty distinguishing play from violence.

• Excessive competitiveness or control, e.g. dominating group games aggressively.

Example: A child who starts fights or uses phrases like “you’ll get punished” may be echoing what they experience.

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Emotional Abuse

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Emotional abuse includes persistent negative treatment that affects a child's emotional development. This might involve humiliation, isolation, rejection, or threats.

• Extreme withdrawal, anxiety, or low self-confidence with no apparent cause.

• Overly anxious to please, clingy, or showing fear of making mistakes.

• Delayed emotional development, such as inappropriate reactions (e.g., excessive crying or detachment).

• Aggression, attention-seeking, or constant need for validation.

• Lack of attachment to a parent or caregiver, or overly adult-like behaviour (“parenting” their peers or siblings).

• Frequent self-deprecation or stating they are “bad” or “worthless”.

 

Behaviour among children

• Bullying or being bullied frequently.

• Overly apologetic or self-critical, even when not at fault.

• Trying to "parent" other children or being emotionally flat and detached.

• Extreme sensitivity to correction or feedback—even gentle redirection can cause tears or panic.

Example: A child who repeatedly says things like “I’m stupid,” “I ruin everything,” or “Please don’t be mad at me.”

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Sexual Abuse

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Sexual abuse may involve physical contact or non-contact activities (such as being exposed to inappropriate material).

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• Knowledge, talk, or behaviour that is sexually explicit and inappropriate for the child’s age (e.g., using graphic sexual language, drawing sexual imagery, engaging in sexualised play).

• Sudden and unexplained changes in behaviour, such as becoming withdrawn, aggressive, overly secretive, or displaying regressive behaviours like bedwetting.

• Avoiding specific people, places, or settings, sometimes with no clear explanation.

• Inappropriate interest or avoidance of sexual topics.

• Nightmares, trouble sleeping, or fear of being alone.

• Sudden change in hygiene, such as excessive washing or refusing to bathe.

• Injuries, pain, or irritation to genital areas, or sexually transmitted infections.

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Behaviour among children

• Sexualised talk or gestures beyond what’s developmentally appropriate.

• “Playing doctor” or sexual games that go too far or make others uncomfortable.

• Drawing explicit images or telling jokes with adult content.

• Boundary-testing with peers or adults, e.g., trying to sit in laps or touch others inappropriately.

Example: A child using sexual terms in conversation with other children or re-enacting sexual acts in pretend play.

⚠️ Note: Children who display harmful sexual behaviour may also be victims themselves.

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Neglect

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Neglect is the ongoing failure to meet a child’s basic needs. It can be physical, emotional, medical, or educational.​

• Consistently dirty or unwashed appearance, with unbrushed hair, body odour, or unclean clothes.

• Clothing that’s unsuitable for the weather, e.g., thin clothing in winter or shoes that don’t fit.

• Constant hunger, stealing food, hoarding snacks, or coming to school without having eaten.

• Persistent tiredness or falling asleep in class due to lack of proper rest at home.

• Untreated medical conditions, such as infected wounds, untreated dental issues, or vision problems.

• Frequent absences from school, without explanation or support.

 

Behaviour among children

• Scavenging or hoarding food, or overly excited by snacks.

• Frequent fatigue, falling asleep during quiet moments or not engaging.

• Poor personal hygiene—smelly clothes, unbrushed teeth, dirty nails.

• Withdrawn or very clingy—may not want to leave at the end of the day.

Example: A child who hides food in their bag, smells strongly of urine, or is extremely clingy with staff.

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Peer-on-Peer Abuse and Bullying

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Children can be harmed not only by adults but also by other children. This includes:​

• Bullying (verbal, physical, or cyber), including persistent name-calling, threats, or exclusion.

• Sexual harassment or violence from peers, such as inappropriate touching, coercion, or sharing explicit content.

• “Initiation rituals” or dares that cause fear, embarrassment, or physical harm.

• Online abuse, including grooming, sexting, or exposure to harmful content.

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Signs may include:

• Avoiding certain peers or refusing to attend school.

• Sudden withdrawal or anxiety, especially after using a phone or social media.

• Physical injuries without explanation.

• Changes in eating, sleeping, or academic performance.

 

Behaviour among children:

• Mocking or isolating a peer repeatedly.

• Power dynamics in games, e.g., one child always forced into a role (the “loser,” the “slave”).

• Secretive behaviour, like using phones in corners, whispering or giggling at others’ expense.

• Sexualised teasing or comments, especially if brushed off as “jokes.”

Example: A child being routinely left out, having their things taken, or being called names like “gay,” “dirty,” or “fat.”

⚠️ Even if both children seem equally involved, the behaviour should still be reported. The harm may be deeper than it appears.

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It’s essential to take these behaviours seriously—even if the perpetrator is another child. Children can still cause harm and need appropriate boundaries, support, and guidance. The focus should always be on the safety of the child at risk.

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Remember​

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You don’t need to be certain that abuse is happening. If you have even a concern, it is enough to report it to the safeguarding lead. Your role is not to investigate but to raise the flag so trained professionals can assess and respond appropriately.