At Unique Academy, we recognise that children can abuse other children, both in and outside of school, including online. This is referred to as child-on-child abuse and may involve physical, emotional or sexual harm. It can affect children of similar age or stage of development, and can be damaging for both the child who experiences it and the child who displays the harmful behaviour.

Child-on-child abuse can occur in a range of settings, such as:

• At school (e.g. toilets, corridors, playgrounds)
• On the way to or from school
• At home or in another person’s home
• In the wider community
• Online, including through social media and messaging apps
• Online child-on-child abuse includes:
• Sexting or sharing inappropriate images
• Peer-on-peer grooming
• Threats or abuse via messaging or social platforms
• Sharing or encouraging sexualised content
• Online coercion, harassment, or exploitation

While some behaviours may be part of typical development, staff must be able to distinguish between healthy, inappropriate and abusive behaviours. It is essential that any concerns are taken seriously and responded to appropriately.

At Unique Academy, we are clear that:

• Child-on-child abuse will never be tolerated or dismissed as “just banter”, “part of growing up”, or “boys being boys”.
• Challenging inappropriate behaviour helps create a safer environment for all children.
• Failing to challenge harmful behaviours can lead to a culture that normalises abuse.

When Is Behaviour Considered Abusive?

Not all incidents between children are classified as abuse. However, behaviour should be treated as abusive if:

• There is a significant imbalance of power (e.g. age, size, ability)
• The behaviour is deliberate, repeated, or causes serious harm
• There are concerns about the intent behind the behaviour (e.g. exploitation, coercion)

Where appropriate, the school may involve safeguarding partners and follow multi-agency procedures to ensure all children involved are safe and supported.

Indicators of child-on-child abuse may overlap with signs of other forms of abuse. Staff at Unique Academy are trained to remain vigilant and to consider what a child’s behaviour might be communicating.

Possible signs may include:

• Reluctance to attend school, disengagement from learning, or a drop in academic performance

• Unexplained physical injuries

• Emotional or mental health difficulties, such as anxiety, depression, or low self-esteem

• Withdrawn behaviour, excessive shyness, panic attacks, headaches, or sleep disturbances

• Sudden changes in behaviour, including use of alcohol or drugs

• Changes in appearance or behaviour that seem inappropriate for the child’s age

• Aggressive or abusive behaviour towards others

Every child is unique, and while these signs may suggest abuse, they are not definitive. A child presenting one or more of these behaviours is not necessarily being abused, and the cause may be rooted in a range of personal, social, or developmental issues.

At Unique Academy:

• All staff remain alert to behaviours that cause concern and reflect on their underlying causes.

• Children are encouraged to speak openly, and we work with parents and carers where appropriate to understand and address the root of any concerning behaviour.

• We understand that peer influence, especially during adolescence, can make any child vulnerable to child-on-child abuse, and we maintain vigilance across all age groups.

At Unique Academy, we recognise that some children may face greater risk of child-on-child abuse due to personal or situational factors. It is essential that extra consideration is given to pupils who may have additional vulnerabilities, particularly those related to protected characteristics under the Equality Act.

Research indicates that:

• Child-on-child abuse can affect boys and girls differently, with girls more likely to be victims and boys more likely to be perpetrators. However, all forms of peer abuse are taken seriously, regardless of gender.

• Children with Special Educational Needs and/or Disabilities (SEND) are statistically three times more likely to experience abuse than their peers.

• Pupils may be more vulnerable due to characteristics such as ethnicity, race, religion, or sexual orientation.

• Children who are exploring or questioning their identity or sexuality may also face increased risk of abuse from peers.

A wide range of factors can influence a child or young person’s sexual behaviour. These may include:

• Lack of information about healthy relationships and sex

• Limited privacy or personal space

• Boredom, loneliness, anxiety, low mood or emotional distress

• Family or carer conflict and unmet emotional needs

• Absence of clear boundaries, expectations or appropriate consequences

• Experiences of emotional, physical or sexual abuse

• Exposure to sexual exploitation or trafficking

• Communication challenges

• Natural sexual curiosity or arousal

• Desire for attention, connection or affection

• Gender identity questions or exploration

• Mimicking behaviours observed in peers, media, online content or television

This list is not exhaustive. In some cases, we may require specialist guidance to fully understand the reasons behind the behaviour and identify the most effective response or intervention.

Addressing unhealthy sexual behaviours early is vital. Timely and appropriate support can prevent the development of more harmful behaviours and help safeguard all children involved.

At Unique Academy, we are committed to proactively preventing child-on-child abuse rather than simply responding to incidents as they arise.

We recognise that child-on-child abuse can happen in any setting, regardless of the strength of existing policies. Therefore, we continually review and improve our practices to reduce risk, support open communication, and ensure a safe environment for all children.

To raise awareness and prevent all forms of child-on-child abuse, we:

• Educate staff, governors, volunteers, pupils, and parents on the nature, impact, and signs of child-on-child abuse. This includes training on:

  • Contextual safeguarding

  • Identifying and classifying concerning behaviours

  • The importance of taking all forms of abuse seriously, regardless of how minor they may seem

• Deliver a developmentally appropriate PSHE and Relationships curriculum that teaches children what respectful behaviour looks like and how to keep themselves and others safe.

• Set clear and consistent expectations for acceptable behaviour and ensure children understand the consequences of inappropriate or harmful actions.

• Foster a school culture of openness and trust, where pupils feel safe to share concerns and are confident they will be listened to without judgement.

• Implement a strong online safety programme that helps children develop the skills and awareness needed to stay safe when using technology and social media.

• Use effective monitoring and filtering systems to safeguard children when accessing the internet at school.

• Teach pupils how to respond if they witness or experience abusive behaviour, and help them understand both the impact of such behaviour and the potential vulnerabilities of those who display it.

In some cases, we may go beyond curriculum-based teaching and deliver targeted interventions to individuals or small groups. This might be necessary to address specific behaviours that are harmful, repeated, or place a child or others at risk.

When an allegation or concern is raised, a Designated Safeguarding Lead (DSL) or Deputy DSL will speak with the reporting member of staff and take any immediate steps needed to ensure the safety and wellbeing of the child or children involved.

The DSL/Deputy DSL will assess the situation and use professional judgement to decide whether the matter can be managed internally, or if external specialist support is needed. This may include consulting with children’s social care or other external agencies—initially, where appropriate, without sharing names.