Safeguard Children in Schools/College/Uni/Public/Home
Summary: Safeguarding children in schools is outlined carefully in the list below for teachers/students/pupils/professionals, and the public to understand carefully and follow with consideration within the correct timeline and response. Include empathy, awareness, and informed, educated choices to make sure a victim/victims and the perpetrator/predator/aggressor/abuser are defined accurately; the agenda is understood so no further harm is caused in an extension, indirect through triangulation or second instant. Study the Stalking page if matters are more distant between the abuser and there victim of abuse.
True or False: Neglect is harder to spot than abuse but is equally harmful. (Reference section 4)
References 1:
Fearless.org (Anonymous reporting on behalf of someone)
GOV - Bullying at school (What is illegal and needs to be reported ASAP)
GOV - Blog - What is peer-on-peer abuse?
NI Direct - Reporting child abuse and neglect
NI Direct - How schools can protect children from abuse
Education NI Gov - Protecting and safeguarding our children
NSPCC - Protecting children from abuse in schools
Legislation - Education Act 2002
GOV - Report serious teacher misconduct
GOV - Complain about a school to the Department for Education
GOV - Complain about a state school to Ofsted
GOV - Complain about a State school
GOV - Report child abuse to a local council
Gov - Keeping Children Safe in Education (click, consider downloading for reference)
NPCC - When to Call The Police (click, consider downloading for reference)
GOV - Report child abuse to a local council
Childline (UK)
National Crime Agency - Children
Saunders - VRR challenge - Victim's Rights to Review
Police - Victims Rights to Review Scheme
Teenagers can find advice at Psych2go (numerous subjects to help spot something that might appear as camouflaged)
The mentality of an abuser can be universal for males and females; one may only do it behind closed doors, not always, so pay attention to the ‘compensating behaviour’ to cover up various kinds of abuse so as covert or overt, deceptive or emotionally manipulative, all harder to spot than physical but can be equally as harming if let to continue under the radar. Many abusers don’t realise they have an undiagnosed personality disorder or their bad role model has one also.
If you think a child is in immediate danger - Don't delay – call the UK police on 999.
Abuse, neglect and exploitation can be masked, high functioning, and hard to spot; everyday life perception may not pick up on a hidden or compensating behaviour; education is key to remain with an awareness to notice patterned behaviour.
True or False: “It’s different when I do it” translates into a double standard and a delusional entitlement surfacing from a bad role-modelling influence.
True or False: Those who do not shield children correctly may be masking an empathy issue to review and use a lack of education as an excuse.
Samples of legislation and advice to follow with consideration :
Statutory children’s social care assessments and services 57. Where a child is suffering, or is likely to suffer from harm, it is important that a referral to local authority children’s social care and if appropriate the police, (see when to call the police: guidance for schools and colleges (npcc.police.uk) is made immediately. ***
Psychology Today - The Risk Factors for Continuing the Cycle of Abuse
Why is all of this important?
68. It is important for children to receive the right help at the right time to address safeguarding risks, prevent issues from escalating and to promote children’s welfare. Research and local child safeguarding practice reviews have repeatedly shown the dangers of failing to take effective action.
18 Further information about local child safeguarding practices can be found in Working Together to Safeguard Children. Examples of poor practice include:
• Failing to act on and refer the early signs of abuse and neglect
• Poor record keeping
• Failing to listen to the views of the child
• Failing to re-assess concerns when situations do not improve
• Not sharing information with the right people within and between agencies
• Sharing information too slowly, and
• A lack of challenge to those who appear not to be taking action.
74. Where a staff member feels unable to raise an issue with their employer, or feels that their genuine concerns are not being addressed, other whistleblowing channels are open to them:
• general advice on whistleblowing can be found at whistleblowing for employees
• the NSPCC Whistleblowing Advice Line is available as an alternative route for staff who do not feel able to raise concerns regarding child protection failures internally, or have concerns about the way a concern is being handled by their school or college.
Staff can call 0800 028 0285 – and the line is available from 08:00 to 20:00 Monday to Friday , and 09:00 to 18:00 at weekends. The email address is help@nspcc.org.uk
NSPCC - Types of abuse (click on link)
“If you're worried about a child, it can be hard to know what to do. We've got information and advice on different types of child abuse, how to spot the signs and what you can do to help keep children safe.”
NSPCC - Spotting the signs of child abuse (click on link)
Common signs of child abuse
Some common signs that there may be something concerning happening in a child’s life include:
Unexplained changes in behaviour or personality
Becoming withdrawn
Seeming anxious
Becoming uncharacteristically aggressive
Lacks social skills and has few friends, if any
Poor bond or relationship with a parent
Knowledge of adult issues inappropriate for their age
Running away or going missing
Always choosing to wear clothes which cover their body.
These signs don’t necessarily mean that a child is being abused, there could be other things happening in their life which are affecting their behaviour – but we can help you to assess the situation.
You may also notice some concerning behaviour from adults who you know have children in their care, which makes you concerned for the child/children’s safety and wellbeing.
NSPCC – Non-Recent Abuse (click on link)
“What is non-recent abuse?
Non-recent child abuse, sometimes called historical abuse, is when an adult was abused as a child or young person under the age of 18. Sometimes adults who were abused in childhood blame themselves or are made to feel it’s their fault. But this is never the case: there's no excuse for abuse.”
Effects of Non-Recent Abuse
The impact of child abuse can last a lifetime. Abuse can have a huge effect on your health, relationships and education and can stop you from having the childhood and life you deserve. You might find it harder to cope with life's stresses, getting a job or being the type of parent you want to be. You may also develop mental health problems and drug or alcohol issues.
The effects can be short term but sometimes they last into adulthood. If someone has been abused as a child, it's more likely that they'll suffer abuse again. This is known as revictimisation.
The long-term effects of abuse and neglect can include:
emotional difficulties like anger, anxiety, sadness or low self-esteem
mental health problems like depression, eating disorders, self-harm or suicidal thoughts
problems with drugs or alcohol
disturbing thoughts, emotions and memories
poor physical health
struggling with parenting or relationships.
Neglect can be a lot of different things, which can make it hard to spot. But broadly speaking, there are 4 types of neglect.
Physical neglect
A child's basic needs, such as food, clothing or shelter, are not met or they aren't properly supervised or kept safe.Educational neglect
A parent doesn't ensure their child is given an education.Emotional neglect
A child doesn't get the nurture and stimulation they need. This could be through ignoring, humiliating, intimidating or isolating them.Medical neglect
A child isn't given proper health care. This includes dental care and refusing or ignoring medical recommendations.
What counts as Serious Teacher Misconduct
Serious misconduct is any behaviour that could result in a teacher not being allowed to teach again. This includes:
Sexual misconduct, including assault, abuse or harassment
Violent behaviour
Serious failure to protect the safety and wellbeing of pupils
Alcohol or drug misuse
Fraud or Serious Dishonesty (covert may be hard to spot)
Discrimination or Harassment
Promoting extreme political or religious views
You can also report a teacher who has resigned or been dismissed.
misconduct.teacher@education.gov.uk
GOV - Teacher misconduct: Referral Forms - Public and Employer
References 2:
VeryWellMind - Understanding Trauma Bonding
Choosing Therapy - Narcissistic Injury: Definition, Signs, & Examples
PsychCentral - Spotting and Dealing with a Smear Campaign by a Narcissist
Choosing Therapy - What Is a Narcissistic Family Structure? 10 Signs & How to Deal
TNC - Narcissistic Families – Hidden In Plain Sight
References 3:
VeryWellMind - What to Do If You or a Loved One Lack Empathy
VeryWellMind - Cognitive Empathy vs. Emotional Empathy
Regain - Characteristics Of People With A Lack Of Empathy
Psychopathy Is - What are Personality Disorders?
Wiki-How - Lack of Empathy: What It Looks Like and How to Improve It
Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR)
GEE - 8 types of people who never deserve a second chance, according to psychology
References 4:
NSPCC - Neglect (adults of narcissistic parents should review why they were neglected)
NSPCC - Protecting children from neglect (If laws are broken, inform with evidence)
DWD - Protecting children from emotional abuse and neglect
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Direct and Indirect forms of abuse, how to spot the history when matters change tactics to smear and deflect onto others, or a professional victim card appears.
Test Question - Smear, what is it and why does it happen in childhood, families, schools, places of work, going undetected? What is its design, and why is it a secondary sign of something more harmful?
It is important to realise when playing catch up to matters of concern that smear is secondary, not primary (an extension of gaslighting). Smear can occur as a tool used after the direct damage/gaslighting/various forms of emotional or physical abuse have been employed over time with mixed aggression, so the questionable behaviour continues undetected without training or education to spot the signs.
Smear - Using in-direct methods linked to control issues to extend guilt or shame onto someone with emotional abuse/pressure can be an indicator of deceptive high-functioning behaviour appearing in the secondary evidence in the abuse timeline.
True or False: The full definition is a narcissistic smear. The internal mechanism operates externally, showing a lack of empathy for others, an internally damaged feedback loop, control issues, avoiding processing and accountability, blameshifting to damage truth and facts to continue with a mask/stimulation and gaslight through others when the target/victim chose not to accept a personality disorder (unusually undiagnosed) or continue deception or self-deception.
A hurt person hurts other people to avoid a lie/action, or behaviour. Guilt and shame are put on to others as the child's mind inside the adult cannot process reality with balance or the perception of others. The carefully crafted false self-construct inside a facade built over time from childhood experiences of abuse or no accountability or both.
Fantasy, triggers and abuse behind closed doors, sometimes in public. High functioning is harder to spot.
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Using others while those ‘others’ are unable to go beyond face value, impressional or harmful as well. Exposure on numerous accounts while the ‘others’ extend and become an abusers while the core negative disruptor tries to stay clean.
Further secondary evidence linking to the coverup of primary evidence… a reaction to ‘fear of exposure’, reacting to something, not reacting to ‘nothing’.
More than one narcissistic person will expose themselves, and more than one unbiased personality disorder will expose themselves. Not every adult has an adult mind due to childhood development. A Professional victim can be present as a tool… the child is still present. They will harm their own children’s growth, and so the cycle continues.
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If marked wrong even after presenting key markers, review the Smear or Flying Monkeys web pages, then seek advice locally or call 101 or 999 or 911 (US). The confusion a person might be experiencing has a design to do just that, confuse…so the victim cannot see who is causing harm over time. The outcome is harming a person’s mental health over time.
Gaslighting has a design and has an agenda to go undetected (linked to an abusive person’s masked/damaged ‘for the narrative perception), a stimulating game to one person with mixed aggressive behaviour… very harmful to another if not safeguarded.
The unfortunate experience is linked to an undiagnosed disorder is trying to influence others at any cost with detachment and control issues (assuming they own someone else’s perception, their parent did it to them, for example, learned). Remove Truth Bias (many grow up assuming with a positive comparison).
They will go on to harm networks, another giveaway that something is unstable/damaging/without processing of the self or accountability enabled… a masked internal thinking system/equation will go on to abuse for control indirectly to equally harmful as direct abuse. In many ways, it is the extension that is learned, used and once felt so projection on to others is a way of making others feel the same hurt; what inspires can be all the lies right behind the eyes. An abuser can claim the things they do are what the victim is doing to them. A lack of imagination and what is in thought is what is used, a key giveaway to a lack of emotional intelligence and future development.
True of False: To maintain control of a lie/action or a facade, the disruptor assumes what they do is acceptable in their eyes as their eye learned what they use from a bad role model.
