Frequently Asked Questions

Q. My school or organization needs a child protection policy for accreditation. Where do we start?

A. Your policy tells staff, parents and your community how you are going to protect children in your care. Look at the requirements of your accrediting agency. If they are signatories to the new standards for child protection the essential questions will give you a place to start. Also, see our quick start links for developing a child protection policy. This includes links to sample policies and a template policy as well as checklists, forms and flow charts for helping you develop supporting procedures that fit your organization and location. Child protection policies should be publicized within the school community, posted, and reviewed and signed during induction training. They should include the creation date and the last date reviewed which typically happens annually.

Q. How do I prepare staff to protect children or youth in our care? Who should be trained and when?

A. Intake and regular professional development training should be provided to all staff roles with access to children, including non-teaching staff, volunteers, after school supervisors, and security guards. Parents and caregivers should be offered training or information in conjunction with publicizing your school child protection policy and Code of Conduct, and be introduced to student safeguarding curriculum by grade level. School heads, child protection designates or team members, and designated school board members need additional training.

View the phases of implementation in Your Child Protection Training Plan. Your staff training should include:  a review of your policies and procedures including reporting obligations; definitions of abuse and neglect; familiarization with offender patterns including grooming; identification of vulnerable students; signs and symptoms of abuse; handling disclosure appropriately; reporting procedures for violations of school policy and codes of conduct; and trauma-informed care of abuse victims. Training should address cultural considerations of host country, local reporting laws and obligations, and the strong emotions that these topics can evoke.

Intake training and annual professional development training may be in-person group training, in-person individual training, web-based self-paced or group training, or may combine elements of these with written resources and online or in person discussion. Course should be scenario-based with decision-making practice. Staff should be given an opportunity to address their concerns and other strong emotions in a supportive environment.

Q. How do we implement the accreditation requirement to teach our students about abuse? What does student prevention education need to cover?

A. Review the curriculum resources which include recommended characteristics of effective prevention education, safeguarding curricula scope and sequence, samples of best practice and other resources. An effective school-wide child protection curriculum contains research-informed instructional methods, developmentally appropriate content, and family outreach. Be sure the prevention curriculum you create or purchase is scenario-based, interactive, and spirals so concepts are built upon year after year. Prevention curriculum covers social-emotional learning (referred to variously as SEL, SRE, CSE, or PSHE) and e-safety or internet safety education (ISE). Scope and sequence samples for both curricula are provided in curriculum resources.

Social-emotional and e-safety curricula are rooted in the school’s child protection policies and e-safety policies and procedures. Both strands should build student self-respect, confidence, resilience, and decision making skills. Purchased or created lesson plans should include teacher support and be part of a whole school approach. All staff including non-teaching staff, volunteers, tutors, coaches and after school activity supervisors should share consistent vocabulary and model good conduct.

Q. Doesn’t publicizing our safeguarding policy with the wider community invite a lot of problems? 

A. Your child protection policy and Code of Conduct defines expectations, dispels cultural stereotypes, improves parenting, helps parents identify inappropriate behavior and symptoms of abuse, and creates an ethos of safeguarding that requires all members of the community to work collaboratively to protect children in your care. Telling prospective employees that your school aspires to the highest standards of child protection and adhering to protective recruitment and employment standards is a requirement of accreditation. These actions will not ensure abuse does not occur. All preventative measures work together and must be part of the wider school ethos.

Q. What role does administrative staff play in assisting a staff member accused of abuse? 

A. The process for allegations should be explained in the school’s child protection policy and made explicit in interviews and intake training. Violations of the staff Code of Conduct are grounds for dismissal. When an allegation is determined to be credible, the school will generally conduct an internal review or risk assessment. This is done by senior staff, an HR professional, or an outside expert or adviser. During this process the accused is removed from contact with children and may secure their own lawyer. A colleague or HR staff member should be designated as the representative of the accused staff member to keep them updated on the review process. Confidentiality should be maintained during the process. All accusations, findings and decisions should be documented and securely retained.

The material appearing in these pages is intended for informational purposes and should not be considered legal advice or used as such.