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Weekly safeguarding briefings

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In order for our pupils to be safe online they need to be:

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Digital Safety

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TVS presentation 14/01/23

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

Details

This guidance applies to all schools and colleges and is for:

headteachers, teachers and staff

governing bodies, proprietors and management committees

It sets out the legal duties you must follow to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges.

All school and college staff should read part 1 of this guidance. Part 1 of the guidance is also available as a standalone document.

Statutory guidance sets out what schools must do to comply with the law.

Where the guidance states schools and colleges should do something, you should follow this unless you have a good reason not to.

'Regulated activity in relation to children: scope' describes work that a barred person must not do. We have also published guidance on disqualification under the Childcare Act 2006.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

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Test Valley School Policies - including child protection, code of conduct etc.

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Prevent safeguards people at risk of radicalisation in a similar way to safeguarding processes designed to protect people from gangs, drug abuse, and physical and sexual abuse.

Prevent is one part of the government's overall counter-terrorism strategy, CONTEST. The aim of Prevent is to:

tackle the causes of radicalisation

respond to the challenges that terrorist ideology may present

safeguard and support those most at risk of radicalisation through early intervention

support those who have already engaged in terrorism to disengage and rehabilitate

Who Prevent duty training is for

This training is for people working in sectors covered by the Prevent duty, such as:

Other sectors that are not covered by the Prevent duty may also complete this training.

Prevent duty courses

In these training courses, you will learn about:

the Prevent duty

different extremist ideologies that can lead to terrorism

the risk around radicalisation and your supportive role

making a Prevent referral that is both informed and made with good intention

the interventions and support available

Help and further information

If you experience any issues with the service or our site, please refer to our help section. A link can be found at the footer of every page.

This service is also available in Welsh (Cymraeg)

I have a concern about a family member, friend or member of the community

If you do not work for a sector that falls under the Prevent duty, but you have a concern about an individual that you would like to share, please contact your local council or call the national police Prevent advice line on 0800 011 3764.

If you're deaf, hard of hearing or have a speech impairment, a police non-emergency number is available as a text phone service on 18001 101.

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Prevent duty training: Learn how to support people vulnerable to radicalisation

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Prevent safeguards people at risk of radicalisation in a similar way to safeguarding processes designed to protect people from gangs, drug abuse, and physical and sexual abuse. Prevent is one part of the government's overall counter-terrorism strategy, CONTEST.

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Report from the children's society

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Counting Lives Report: responding to children who are criminally exploited

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Counting Lives Report: Responding to children who are criminally exploited

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Popular resources this month

Booklet and supporting slide pack to help parents and carers understand Prevent and combat extremism and radicalisation.

Subject area:

Prevent duty, Reporting concerns

Age group:

Early Years, KS 1, KS 2, KS 3, KS 4, KS 5

Resources:

Parent information

Format:

Pdf, Presentation slides

Resource pack for secondary pupils to support classroom discussions about fundamental British values.

Subject area:

Debate and discussion, Fundamental British Values, Let's Discuss

Age group:

KS 3, KS 4

Resources:

Lesson ideas, Teacher guidance

Format:

Pdf, Presentation slides, Videos

© 2023 educate.against.hate

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Educate Against Hate - Prevent Radicalisation & Extremism

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This website gives parents, teachers and school leaders practical advice on protecting children from extremism and radicalisation.

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Safe 4 Me

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Stay at home

Only go outside for food, health reasons or work (but only if you cannot work from home)

If you go out, stay 2 metres (6ft) away from other people at all times

Wash your hands as soon as you get home

Do not meet others, even friends or family.

You can spread the virus even if you don't have symptoms.

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The UK Council for Internet Safety (UKCIS) is a collaborative forum through which government, the tech community and the third sector work together to ensure the UK is the safest place in the world to be online. UKCIS is part of the Department for Digital, Culture, Media & Sport , the Department for Education and the Home Office .

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This page contains an overview of the Counter-Terrorism and Security Act and supporting documents.

The act

The Counter-Terrorism and Security Act contains powers to help the UK respond to the threat of terrorism. It received Royal Assent on 12 February 2015. The act will:

disrupt the ability of people to travel abroad to engage in terrorist activity and then return to the UK

enhance the ability of operational agencies to monitor and control the actions of those who pose a threat

combat the underlying ideology that feeds, supports and sanctions terrorism

The act will:

give the police power to temporarily seize a passport at the border, so that they can investigate the individual

create a Temporary Exclusion Order that can temporarily disrupt a British citizen suspected of involvement in terrorist activity abroad from returning to the UK (so that when individuals do return, it is done in a manner which we control)

place strong restrictions on where individuals can go, and require them to attend meetings as part of their ongoing management (eg with the probation service or JobCentre Plus staff)

improve law enforcement agencies' ability to find out who is responsible for sending internet communications accessing an internet communications service

enhance our aviation, maritime and rail border security, with provisions relating to passenger data, 'no fly' lists, and security and screening measures

ensure that UK-based insurance firms cannot reimburse the payment of terrorist ransoms

clarify the scope of power to examine goods at (or near) ports

provide a general duty on a range of organisations to prevent people being drawn into terrorism

put Channel (the government's voluntary programme for people vulnerable to being drawn into terrorism) on a statutory basis

The Counter-Terrorism and Security Act and its explanatory notes are available on the Parliament website.

Consultations

Annoucements

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This page contains an overview of the Counter-Terrorism and Security Act and supporting documents.

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To Safeguard Children

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We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

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Statutory guidance on inter-agency working to safeguard and promote the welfare of children.

Details

This guidance is for:

local authority chief executives

directors of children's services

safeguarding partners

teachers and education staff

social workers

health service professionals

adult services

police officers

voluntary and community sector workers in contact with children and families

It applies to:

A version of the guidance for young people and a separate version suitable for younger children are also available for practitioners to share.

Statutory guidance is issued by law - you must follow it unless there's a good reason not to.

Working together to safeguard children 2018

This is a factual update to Working Together to Safeguard Children 2018 to reflect recent changes to legislation, including:

Integrated Care Boards: from 1 July 2022, integrated care boards have replaced clinical commissioning groups as a result of the Health and Care Act 2022

Public Health England: has now been replaced by the UK Health Security Agency and the Office for Health Improvement and Disparities (OHID), which is part of the Department of Health and Social Care, and by the UK Health Security Agency. The Chief Public Health Nurse role has transferred to OHID

Domestic Abuse Act 2021: references to the Domestic Abuse Bill should be read as the Domestic Abuse Act 2021

UK GDPR: references to the GDPR should be read as the UK GDPR. The UK GDPR is the retained EU law version of the GDPR. The UK GDPR sits alongside the Data Protection Act 2018

Statutory framework

The updated statutory framework sets out the legislation relevant to safeguarding and it should be read alongside the statutory guidance.

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Statutory guidance on inter-agency working to safeguard and promote the welfare of children.

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Log any safeguarding concerns or info.

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you think a child is being abused

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Guidance to help practitioners identify the signs of child abuse and neglect and understand what action to take.

Applies to England

Documents

Details

This guidance is for anyone who comes into contact with children and families while working, including:

social care practitioners

health practitioners

early years practitioners

school staff (both teaching and non-teaching)

police officers

local authorities

It applies to people working in the:

statutory sector (organisations set up, controlled and funded by the government)

voluntary sector (not for profit organisations)

independent sectors (organisations funded by the clients who use the service)

It explains:

the signs of abuse and neglect to look out for

the action to take if you think a child is being abused or neglected

Thank you for your feedback

Report a problem with this page

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Child abuse concerns: guide for practitioners

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Guidance to help practitioners identify the signs of child abuse and neglect and understand what action to take.

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Hampshire Safeguarding children's partnership

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- Hampshire Safeguarding Children Partnership

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Hampshire Safeguarding Children Partnership (HSCP) is a statutory body that leads on keeping children safe and ensuring their wellbeing in the local authority (LA) area of Hampshire. The Partnership includes local agencies who work together to make sure that child protection services in Hampshire are effective and keep our children safe.

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The following circumstances and key features are for guidance and should always be considered in respect of the impact on the child or young person. Including unborn and newly born. Each child's case will be individually considered, taking into account the child's circumstances and the strength of the family.

1 Universal

Has needs met within universal provision. May need limited intervention within the setting to avoid needs arising.

2 Early Help

Has additional needs identified within the setting that can be met within identified resources through a single agency response and partnership working.

3 Targeted Early Help

Has multiple needs requiring a multi-agency coordinated response.

4 Children's Social Care

Has a high level of unmet and complex needs, or is in need of protection.

Developmental needs

Achieving learning targets

Good attendance at school

Meeting developmental milestones

Has psychological well-being

Socially interactive and skilled

Ability to protect self and be protected

Family and environment

Supportive relationships

Housed, good diet and kept healthy

Supportive networks

Access to positive activities

Parents and carers

Protected by carers

Secure and caring home

Receive and act on information, advice and guidance

Appropriate boundaries maintained

Parents and carers

Inconsistent care arrangements

Poor supervision by parent/carer

Inconsistent parenting

Poor response to emerging needs

Historic context of parent/carer's own childhood

Parent or other family member involved in offending behaviour/subject to supervision within the criminal justice system

Next steps

Early Help Checklist to be considered

Referral to agency for support to meet identified needs. For further advice or guidance in respect of Early Help, contact your local team.

Next steps
Early Help Assessment
Early Help Assessment to be considered. If you require advice or guidance about the child or young person's needs, submit an Inter-Agency Referral Form to the Children's Reception Team.

Next steps
Child and Family Assessment / Child Protection (S47) Investigation
Use the Inter-Agency Referral Form to refer to the Children's Reception Team or phone if the matter is an urgent safeguarding issue. Alternatively, ring the police on 999 if at immediate risk.

Refer via Inter-Agency Referral Form (IARF)

Hampshire Professionals Number: 01329 225379. Hampshire Public Number: 0300 555 1384

Isle of Wight Professionals Number: 0300 300 0901. Isle of Wight Public Number: 0300 300 0117

Emergencies: 999

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Hampshire Safeguarding Children Partnership and Children's Trust Thresholds Chart

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The following circumstances and key features are for guidance and should always be considered in respect of the impact on the child or young person. Including unborn and newly born. Each child's case will be individually considered, taking into account the child's circumstances and the strength of the family.

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between children in schools / colleges

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[Withdrawn] Sexual violence and sexual harassment between children in schools and colleges

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Advice for schools and colleges on how to prevent and respond to reports of sexual violence and harassment between children.

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Digital Resilience Toolkit - Internet Matters

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Internet Matters ambassador Dr Linda Papadopoulos shares age-specific advice to help children learn how to navigate the online world and be more resilient.

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Freephone 0800 028 0199

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National Association for People Abused n Childhood

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NAPAC - Supporting Recovery From Childhood Abuse

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The National Association For People Abused in Childhood (NAPAC) © is a Registered Charity in England and Wales. Registered Charity No. 1069802 | Company No. 3565696 | Registered Office: NAPAC, Canopi, 7-14 Great Dover Street, London, SE1 4YR. | © 2023 |

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Mental Health charity in England and Wales

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Find information about mental health support services run by the NHS, voluntary groups or charities, and how to access them.

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Free and confidential advice

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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Advice on how to report and remove harmful online content

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If you've experienced or witnessed harm online we can help. Report Harmful Content can help you to report harmful content online by providing up to date information on community standards and direct links to the correct reporting facilities across multiple platforms

Under 18?
Click here for child friendly advice Get advice on how to report abuse and harassment in sport
Close popup boxes

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Designed and Developed by South West Grid for Learning (https://swgfl.org.uk/)

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Report Harmful Content - We Help You Remove Content

# data[].attributes.attachment_link.description
Helping anyone who comes across harmful content online

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Advice on making a report about online abuse

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Are you being bullied?

If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small.

Visit Childline

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Are you being bullied? If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small. Visit Childline

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Particularly for the guides (which we share on our social media) but other useful stuff as well.

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Georgina W. Teacher - Davenant Foundation School

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Online Safety Training For Schools | National Online Safety

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Our online safety training courses, webinars and resources enable schools to keep children safe online and meet statutory online safety requirements.

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How to set up parental controls on electronic devices and websites/apps. From internetmatters.org

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Set up parental controls on devices and platforms | Internet Matters

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Set up parental controls on a range of devices and platforms to help children develop key online safety and digital literacy skills.

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Another place to check on new apps (etc) and their suitability for children.

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National Crime Agency/CEOP Thinkuknow provides support for staying safe online

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The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse.

We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

I am:

Respecting me, you, us: building healthy relationships and creating positive cultures is a CEOP Education resource for 12 -14 year olds developed in association with clinical psychologist, Dr. Elly Hanson.

Under 18 and worried about online sexual abuse?
To report, click to visit the CEOP Safety Centre.

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The CEOP Education programme from the National Crime Agency’s CEOP Education Team aims to protect children and young people aged 4-18 from online child sexual abuse.

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Toolkit to support parents and carers

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Resources

Three resources that offer practical tips and advice on different aspects of keeping your child safe online.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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Key downloadable resources to support parents and carers.

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Detailed information for anyone being bullied.

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Child Exploitation and Online Protection Centre guidance

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Being online is an important part of how young people 'do' relationships. Young people are using online spaces for their social and romantic lives. They told us that they would like their parents and carers to talk with them more about this. We know that these topics aren't always easy to talk about, so #AskTheAwkward has been created to help you to explore online relationships with your secondary aged children, making these conversations part of everyday life.

A parent and carers introduction to Asking The Awkward

Unsure where to start? Our introduction to Asking The Awkward helps you to prepare for regular conversations with your child about online relationships and related topics. It also offers advice on how to keep conversations positive and what to do if your child tells you something that worries you.
Download A parent and carers introduction to Asking The Awkward here.
#AskTheAwkward help sheets

The #AskTheAwkward films explore lots of topics. To help you get talking, we've picked out the key topics from each film and created help sheets with what you need to know, suggested conversation starters and links to further information.
Download the #AskTheAwkward help sheets here.

This film is also available with subtitles and in BSL

This film is also available with subtitles and in BSL

This film is also available with subtitles and in BSL

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#AskTheAwkward - help to talk with your children about online relationships

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Talking regularly with your child about relationships and sex can help develop shared understanding, trust and support between you. #AskTheAwkward has been created to help you to explore online relationships with your secondary aged children, making these conversations part of everyday life. Available in subtitled and BSL versions. Talk little.

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Provides help for parents and carers on how to keep their children safe online

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A problem hiding in plain sight

A new report into how children are spending, making and losing money online
Read more

Technology moves fast. We have tools and advice to help keep up.
Read more

Every family needs support sometimes. Here's how we do it.
Read more

Explore our range of products and resources.

Read more

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Parent Zone is a parenting organisation working to make the online world a safer, more positive place for families and children. Explore the ways Parent Zone can help your family, school or organisation understand online safety.

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Home Office guidance

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These documents raise awareness of female genital mutilation (FGM) and provide advice on preventative measures.

The Home Office co-ordinates efforts across government and offers outreach support to local areas. You can find out more about FGM through the e-learning package, Recognising and preventing FGM.

The Home Office's FGM unit:

provides outreach support to local areas to support them in developing their local response to tackling FGM and to raise awareness of the unit

identifies and highlights examples of effective practice across local areas and professional groups both through the delivery of our outreach programme and an FGM resource pack

promotes available FGM resources including the multi-agency guidelines, e-learning, communications products (e.g. leaflets and statement) and resource pack which are all available to download from GOV.UK

works with the police, Border Force, the Crown Prosecution Service and the College of Policing to improve the identification and prosecution of offenders

has an overview of all government work to tackle FGM and works closely with the voluntary and community sector, survivors and professionals to develop cross-cutting policies and processes

If you are interested in receiving any outreach support or have any other queries, please email the FGM unit at fgmenquiries@homeoffice.gov.uk

Please note the unit does not handle individual cases.

If you know someone at risk - contact the NSPCC anonymously if you're worried that someone is at risk of FGM or is a victim of FGM.

FGM Helpline

Contact the police if you think that a girl or young woman is in immediate danger of FGM. You should also contact the Foreign and Commonwealth Office if she's already been taken abroad.

Foreign and Commonwealth Office

telephone: 020 7008 1500

from overseas: +44 (0)20 7008 1500

find out about call charges.

You can also contact the nearest British embassy if you're already abroad.

Get a protection order

You can apply to get a protection order from the court if:

you're a victim of FGM

you or someone you know is in danger of FGM

Download and fill in an application form (FGM001). Read the guidance to find out which courts you can apply to.

Documents

FGM resources

Find posters, leaflets and other campaign material

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These documents raise awareness of female genital mutilation (FGM) and provide advice on preventative measures.

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DfE, Department for Health, and Home Office

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Multi-agency guidelines on FGM for those with statutory duties to safeguard children and vulnerable adults.

Documents

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email alternativeformats@homeoffice.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

This guidance on female genital mutilation ( FGM) is for all persons and bodies in England and Wales.

You must read and follow this guidance if you are under statutory duties to safeguard and promote the welfare of children and vulnerable adults.

You should read this FGM guidance along-side other safeguarding guidance, including (but not limited to):

Thank you for your feedback

Report a problem with this page

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Multi-agency statutory guidance on female genital mutilation

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Multi-agency guidelines on FGM for those with statutory duties to safeguard children and vulnerable adults.

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We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

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Statutory guidance on relationships education, relationships and sex education (RSE) and health education.

Applies to England

Documents

Details

This is statutory guidance from the Department for Education (DfE) issued under section 80A of the Education Act 2002 and section 403 of the Education Act 1996.

Schools must have regard to the guidance and, where they depart from those parts of the guidance which state that they should, or should not, do something, they will need to have good reasons for doing so.

This statutory guidance applies to all schools, and is for:

governing bodies of maintained schools (including schools with a sixth-form) and non-maintained special schools

trustees or directors of academies and free schools

proprietors of independent schools (including academies and free schools)

management committees of pupil referral units (PRUs)

teachers, other school staff and school nurses

headteachers, principals and senior leadership teams

diocese and other faith representatives

relevant local authority staff for reference

To help school leaders follow this statutory guidance, we have published:

Thank you for your feedback

Report a problem with this page

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Relationships and sex education (RSE) and health education

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Statutory guidance on relationships education, relationships and sex education (RSE) and health education.

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Introduction

Best practice for protecting LGBTQ+ children and young people

All children and young people have the right to be protected and kept safe from abuse and neglect.

LGBTQ+ children and young people face the same risks as all children and young people, but they are at greater risk of some types of abuse. For example, they might experience homophobic, biphobic or transphobic bullying or hate crime. They might also be more vulnerable to or at greater risk of sexual abuse, online abuse or sexual exploitation (Barnardo's and Fox, 2016; McGeeney et al, 2017; Xu and Zheng, 2014).

What does LGBTQ+ stand for?

LGBTQ+ stands for lesbian, gay, bisexual, transgender, queer or questioning and more. This term covers a broad range of people who have different lived experiences and may be at different stages in exploring their identity. It includes people who are asexual or have differences in sex development (sometimes known as being intersex).

There are a wide variety of terms people might use to describe their sexuality (who they feel attracted to) or their gender identity (their personal, internal perception of their own gender). For example, someone who has a different gender identity from the sex that was registered at their birth might identify as trans or transgender. Other people whose gender identity doesn't sit comfortably with 'boy' or 'girl' might identify as non-binary, agender, gender fluid or genderqueer (Government Equalities Office, 2018).

Children and young people might identify as LGBTQ+ in more than one way, for example they could be gay and transgender. Children who are LGBTQ+ might also have other characteristics that mean they face additional challenges or need extra support, for example being in care, being disabled or being from a Black, Asian or minoritised ethnic group.

Adults who work with LGBTQ+ children and young people need to understand the challenges they might experience and know what action to take to support and help keep them safe.

What does this page cover?

Adversities faced by LGBTQ+ children and young people.

Risk of harm for LGBTQ+ children and young people.

Understanding intersectionality.

Policies and procedures you should have in place.

Best practice for supporting LGBTQ+ children and young people.

Relevant legislation and guidance.

Adversities

Adversities faced by LGBTQ+ children and young people

People's perceptions of, or ideas about, LGBTQ+ young people's identity can make children more vulnerable to negative experiences or interactions. These might include:

experiencing homophobia, biphobia and transphobia (The Children's Society, Victim Support and National Police Chiefs Council, 2018; LGBT Health & Wellbeing et al, 2018; McDermott, Hughes and Rawlings, 2018; Scottish Government, 2021)

feeling the pressure of sexual and gender norms (McDermott, Hughes and Rawlings, 2018; Scottish Government, 2021)

having to manage their sexual and gender identity across different life areas (for example, coming out at school but not at home) (McDermott, Hughes and Rawlings, 2018)

feeling isolated or 'different' from their family and friends (The Children's Society, Victim Support and National Police Chiefs Council, 2018; LGBT Health & Wellbeing et al, 2018)

feeling like they can't express their identity because they're worried about people's responses (LGBT Health & Wellbeing et al, 2018)

having complicated or negative feelings about their gender identity or sexuality (McDermott, Hughes and Rawlings, 2018)

experiencing gender dysphoria (NHS, 2021).

"I am transgender but it's so hard living like this when there are so many ignorant people out there. It's really stressing me out and sometimes I wish I wasn't here. I wish people would just accept me for who I am and that I could feel normal"
Childline counselling session with a child, age unknown.
These negative experiences and interactions can impact on all areas of a young person's life.

Family relationships

Some young people who talk to Childline about gender and sexuality also talk about their family relationships. Topics discussed include:

experiencing negative reactions from family members after coming out

being afraid of not being accepted by their family

worrying about not being able to be themselves at home.

"I came out to my parents recently and they were really shocked and shouted at me which really upset me. I feel uncomfortable and I don't like being at home as I am having to constantly hide how I am feeling. I have been going to the LGBT club at school and find it really helpful. It provides a safe space for me to be who I am. I feel I can talk to the teacher who runs the club about my feelings as they are so supportive and understanding"
Childline counselling session with a 13-year-old child.
Homelessness

LGBTQ+ young people are more likely to become homeless than their non-LGBTQ+ peers. This might be because of:

parental rejection

being subject to physical, emotional or sexual abuse from family members

family violence

(Albert Kennedy Trust (AKT), 2015).

If they are homeless, LGBTQ+ young people are more likely to experience targeted violence and be exposed to sexual exploitation. For example, perpetrators might offer a child a safe space to stay in order to sexually exploit or abuse them (The Children's Society, Victim Support and National Police Chiefs' Council, 2018).

Mental health

Puberty can be a distressing and sometimes traumatic time for LGBTQ+ children and young people as their body and hormones start to change. They might start to have new or confusing feelings about their gender or sexuality. This can be particularly distressing if young people don't have anyone to talk about things with or don't feel supported.

Research suggests that LGBTQ+ children and young people might be at higher risk than their non-LGBTQ+ peers of:

self-harm

experiencing suicidal thoughts and feelings

anxiety

depression

(McDermott, Hughes and Rawlings, 2018; LGBT Health & Wellbeing, Scottish Trans, Equality Network, LGBT Youth Scotland and Stonewall Scotland, 2018; Becerra-Culqui, 2018).

Isolation or barriers to speaking out

There are some factors that might mean LGBTQ+ children and young people feel less able to speak out about any worries or negative experiences they're having.

Barriers include:

worrying that telling someone will 'out' them before they're ready

fearing that it will make the bullying or abuse worse

thinking no one will believe them

feeling they are to blame for what they're experiencing

worrying that adults will think their gender identity or sexuality is to blame for their experience of abuse

(Bradlow et al, 2017; The Children's Society, Victim Support and National Police Chiefs Council, 2018; Stonewall and Childnet International, 2022).

Young people who are questioning or exploring their sexuality or gender identity might have confusing or difficult feelings. They might worry they will face discrimination if they come out or not feel able to talk to anyone about what they're going through. (Becerra-Culqui et al, 2018).

Risks of harm

Risks of harm

Evidence suggests that LGBTQ+ children and young people might be at increased risk of some forms of harm.

Child sexual exploitation

LGBTQ+ relationships are underrepresented in educational resources and the media (Barnardo's and Fox, 2016). This means there are fewer examples of relevant, healthy relationships available to LGBTQ+ young people. If LGBTQ+ young people are not taught about healthy and unhealthy relationships, it might be easier for an abuser to groom them into believing an abusive relationship is normal.

If LGBTQ+ young people are unable to get information about sex and relationships from school or family, they might seek advice and support from people in adult spaces, such as gay clubs. This is particularly true of young people who live in rural areas or in communities where their gender identity or sexuality is not accepted. Adult spaces don't have the same safeguarding and child protection measures in place as spaces specifically for children. Children might be pressured or coerced into doing something they don't want to do, particularly if they are already isolated and don't have anywhere else to turn for support (Barnardo's and Fox, 2016).

The adults around a child can sometimes assume that it's normal for LGBTQ+ young people to have sex at a younger age as part of exploring their identity. This means the adults might not consider being involved in underage sexual activity as a possible sign of abuse, and do not take appropriate action to protect the child. Similarly, professionals might not always consider the possibility that an adult woman is sexually exploiting a girl (Barnardo's and Fox, 2016).

Online abuse

The internet can be a great place of advice, support and community for young LGBTQ+ people. However, there are also risks associated with using the internet.

LGBTQ+ children might use adult dating apps to meet other LGBTQ+ people, especially if they can't find inclusive offline spaces or communities nearby. These apps are designed for adults and are not moderated in the same way as platforms designed specifically for children. This means the young people using them might encounter sexual content which could be harmful, and are likely to come into contact with adults who are looking for a sexual relationship (Internet Matters, 2021).

"I am really struggling with my emotions. I met someone online and we got on really well. We talked a lot and he knew I was desperate for money so offered to pay me for nudes. I trusted him and really needed the money, so I sent them. I immediately regretted it afterwards and got scared so I have blocked him and deleted everything to do with the account and images. I feel so disgusting and vile about it. I just want to be able to live with myself and not feel constantly guilty. I am ashamed and have learnt a lesson from it and will never let myself be manipulated like this again".
Childline counselling session with a 15-year-old boy
There is some evidence to suggest that LGBTQ+ children and young people are more likely to meet a partner or ask someone out online (McGeeney et al, 2017). The research suggests this could be because young people find it hard to meet other openly LGBTQ+ people in their community, or because they don't want to come out to people in their offline lives (McGeeney et al, 2017). This research also showed that gay and lesbian young people were significantly more likely to meet up with someone offline who they had first met online and who was not who they said they were (McGeeney et al, 2017).

Online grooming could happen to any child or young person. But if an LGBTQ+ child or young person hasn't come out, or feels that their gender identity or sexuality needs to be kept secret, perpetrators can take advantage of this to prevent the child from telling anyone about the relationship or to coerce them into meeting offline without telling anyone else.

Any young person might become involved in sending or receiving sexual photos or messages online. They might do this consensually, or they could feel pressured by their peers or adults. Once an image is shared online, young people have no control over how other people might use it. Some adults online might target LGBTQ+ young people to groom or blackmail them into sending explicit images or videos of themselves (Internet Matters, 2021).

> Find out more about sexting
> Take our Sharing nudes and semi-nudes training

Children and young people might also encounter non-sexual harmful content on the internet.

They might seek information about a range of LGBTQ+ issues online, particularly if they don't have any other sources of information. While doing so, they might come across inaccurate material, hate comments or content that isn't age appropriate. All of these can cause children distress (Government Equalities Office, 2018; Ofsted and Brown, 2021).

Children might see anti-LGBTQ+ posts or homophobic, biphobic and transphobic comments even if they aren't specifically looking for information about LGBTQ+ issues. These can be distressing whether or not the child or young person is directly being targeted (Internet Matters, 2021).

Bullying

Homophobic, biphobic and transphobic (HBT) bullying is based on prejudice or negative attitudes about gay, lesbian, bisexual or transgender people. This can include name calling, using offensive language and negative stereotyping. Bullying can happen anywhere, including at home, at school or online (cyberbullying).

HBT bullying can affect children who have come out as LGBTQ+, who are questioning their gender identity or sexuality or who don't conform to gender stereotypes and are seen as 'different' (Scottish Government, 2021). It might also affect children and young people who have LGBTQ+ family members.

"People in my school bully me. They push me around, hit me and spit at me and call me names. I go to the LGBTQ+ club at school to avoid them, but they follow me and keep shouting names at me. I feel stressed and annoyed and like I am not part of the school or welcomed anymore. I am too scared to tell on the bullies because last time I reported them it made the bullying worse."
Childline counselling session with a 13-year-old child
Some children have reported experiencing HBT bullying, verbal assault and physical assault in school because of their gender identity or sexuality. This can leave them feeling unsafe in school environments (Government Equalities Office, 2018; Ofsted, 2021; Scottish Government, 2021).

Children and young people who experience HBT bullying can be more likely to have suicidal thoughts and feelings, or self-harm (McDermott, Hughes and Rawlings, 2017).

Intersectionality

Taking an intersectional approach

LGBTQ+ children, like all children, have diverse identities. As well as experiencing prejudice or bias related to their gender identity or sexuality, they might experience challenges relating to other parts of their identity, such as:

ethnicity

disability

mental health

having been in care

where they live, how much money they have and how much access they have to education.

The way these challenges interact is known as intersectionality.

For example, a child may be growing up in a culture which does not accept their sexuality or gender identity. It can be difficult for children to cope with this and it can have a negative impact on their welfare.

"I'm upset because I came out to my family as transgender and they're refusing to support me. My family are from Pakistan and don't want me to dress in girl's clothes because they say it will bring shame to the family. I've been self-harming and recently the pressure from my family has been so much that I'm feeling suicidal again, I don't know what to do"
Childline counselling session with a transgender girl aged 16. > Listen to our podcast episode on intersectionality in social work practice
Learning for practitioners: understanding the child

When you're working with a child, consider all the factors that might influence their safety and wellbeing. Take the time to get to know them, understand their lived experience and how they might face risks due to how other might perceive their identity.

You could consider creating safe spaces for children who have similar identities and come from the same community. This might help them talk about their experiences and get peer support.
Find out more about: > Safeguarding children who come from Black, Asian and minoritised ethnic communities > Safeguarding d/Deaf and disabled children and young people > Safeguarding children with special educational needs and disabilities (SEND) > Looked after children > Child mental health

Policies and procedures

Creating policies and procedures

LGBTQ+ inclusive policies

Your organisation's policies and procedures should set out how you will create a safe, supportive and inclusive environment for all children and young people.

You should ensure that LGBTQ+ children and young people are fully represented in all your policies and procedures as part of your work to ensure your organisation is fully inclusive.

Think about how you can work collaboratively and make sure you include the views of people in the LGBTQ+ community. How can you engage with the LGBTQ+ adults and children in your organisation so that they feel comfortable?

For example, you should consider how you can support transgender and non-binary children and young people to wear the clothes (e.g uniform or sports kit) and use the toilets and changing rooms that they feel comfortable with. Your policies should reflect that decisions need to be made on a case-by-case basis, taking into consideration all children's safety. You should discuss options with the young person and their parents or carers (as long as this does not put the young person at risk of harm) (Scottish Government, 2021).

It's important to use appropriate language when talking to and about children and young people. You should ask LGBTQ+ children and young people what language they use to describe themselves, and use these terms in your policies and procedures.

You could also create a dedicated policy outlining how you will support LGBTQ+ children and young people specifically.

> Learn more about peer-on-peer sexual abuse
> Read our blog about contextual safeguarding
Safeguarding and child protection policy and procedures

All organisations that work with children and young people need to have a safeguarding and child protection policy and procedures.

This should include your commitment to protect all children regardless of their age, disability, gender reassignment, race, religion or belief, sex or sexual orientation.

You should make sure that your safeguarding and child protection policy recognises the additional risks and vulnerability factors for LGBTQ+ children and young people.

You should complete risk assessments for specific contexts, such as changing rooms, taking into account all safeguarding risks that might be present and taking appropriate action to keep all children safe (Scottish Government, 2021).
> Read more about safeguarding considerations for getting changed at school > Find out more about writing a safeguarding and child protection policy and procedures > Take our introductory safeguarding and child protection courses
Recognising and responding to child protection concerns

All your staff and volunteers should know how to recognise and respond to concerns about children and young people's safety and welfare.

Concerns about LGBTQ+ children and young people should be dealt with sensitively, taking into consideration any complicated feelings they might have about their sexuality or gender identity. For example, if a child has been using adult dating apps you need to take immediate steps to keep them safe. But you should also consider the reasons why they might be using those apps.

Make sure children know they can talk to you about anything that's worrying them. Make sure children also know about Childline and how they can contact them for confidential advice and support. Calls to 0800 1111 are free and children can also get support and advice via the Childline website.

Young people under 18 who are worried that a sexual image or video of them may have been shared online can use Childline and IWF's Report Remove tool to see if it can be taken down.
> Learn more about recognising and responding to abuse > Find out more about how to respond to a disclosure of abuse
Information sharing

If you are worried about a child or young person's safety and welfare you should share this information promptly, following your organisation's safeguarding and child protection procedures.

However, you should be mindful that LGBTQ+ children and young people might not want to come out to everyone in their life. Sharing a child or young person's gender identity or sexuality might put them at extra risk if the person you tell is not supportive.

You could also break a child or young person's trust if you share information about their gender identity or sexuality without their permission, or without letting them know first.

You should only share information about a child or young person's sexuality or gender identity if they give you permission, or if it's relevant to a child protection concern.

For example, you might have to tell someone about a young person's sexuality or gender identity if:

they are experiencing homophobic, biphobic or transphobic bullying

they are using adult dating apps

there is a concern they might have been groomed or coerced into a sexual relationship

there is a concern they might be experiencing sexual abuse or exploitation

they are experiencing or are at risk of homelessness because their family are unsupportive of their gender identity or sexuality

(Stonewall, 2022).
> Learn more about when to share information about a child

> Learn more about gaining a child's consent to share information

Supporting children and young people

Supporting children and young people

There are a range of ways you can help support and protect the LGBTQ+ children, young people and families you work with.

Understanding a child's lived experience

It's important to remember that any child or young person you're working with could be LGBTQ+, whether or not they have told you about their identity. You should aim to understand the lived experience of every child, the risks that might be present and how that interacts with their life and identity.

Make it clear to the children and young people you work with that you're someone they can talk to about their identity and feel safe with. Be open minded and don't make assumptions about a child's sexuality or gender identity. Always consider how gender identity or sexuality could impact on their life and any risks they might face.

You could ask children and young people their pronouns, chosen name and how they would like to be referred to.

Relationships and sex education

Some young people who are exploring or questioning their sexuality or identity might struggle to accept themselves if they have insufficient knowledge about being LGBTQ+. This can contribute to low wellbeing or mental health issues (Ofsted and Brown, 2021).

LGBTQ+ people and families should be reflected throughout the curriculum to help LGBTQ+ children feel safe and included (Scottish Government, 2021). It is important that children and young people are taught about all kinds of relationships, including LGBTQ+ relationships. When having discussions about relationships, make it clear to children and young people that same sex relationships and different gender identities are valid and should be respected. Talk to them about what a healthy relationship looks like, and make sure they know who to talk to if they are ever worried about anything.

Each nation in the UK has guidance on how schools should deliver relationships and sex education.

> Learn more about promoting healthy relationships in school

Children and young people can learn more about gender identity and sexuality on the Childline website.

Parents and carers can find out how to support children who are questioning or exploring their gender identity and sexuality on the NSPCC website.

Mental health

Adults in your organisation should know how to recognise and respond to concerns about children and young people's mental health.
> Find out more about how to recognise and respond to children's mental health issues
Think about how your organisation can support LGBTQ+ children and young people who are struggling with their mental health and promote good emotional wellbeing.
> Learn more about how to promote good mental health and wellbeing
LGBTQ+ children and young people may also experience loneliness. Our Building Connections online service provides support from a trained befriender for young people aged up to 19.

> Find out more about Building Connections

There's lots of advice, tips and information about mental health for children and young people on the Childline website.

The NSPCC website has information for parents and carers on how to recognise if a child is struggling with their mental health and how to support them.

Online safety

Your organisation should have an online safety policy that takes into account the additional risks LGBTQ+ children and young people might face online. Staff and volunteers should be able to recognise and respond to any child protection concerns about LGBTQ+ children and young people online.

> Find out more about online safety

> View our e-safety resources for schools

> Take our online safety training

> View our Sharing nudes and semi-nudes training

Parents and carers can find tips on what they can do to keep children safe online and how to talk to their children about online safety on the NSPCC website.

Young people under 18 who are worried that a sexual image or video of them may have been shared online can use Childline and IWF's Report Remove tool to see if it can be taken down.

The Childline website has lots of advice and information for children and young people about online safety.

Bullying

Creating an inclusive and safe environment in your organisation can help children and young people learn to respect everyone's identity and reduce bullying.

Using resources that show different types of families can help improve children and young people's behaviour and reduce homophobic, biphobic and transphobic bullying (Ofsted and Brown, 2021).

You should have an anti-bullying statement which sets out your commitment to preventing and tackling bullying and how you will respond to incidents.

Staff and volunteers should challenge gender stereotypes and any kind of homophobic, biphobic and transphobic language. Your organisation's behaviour codes should outline your expectations that everyone is treated with respect, both on- and offline.

Make sure children and young people know who in the organisation they can talk to if they are experiencing bullying.
> View our range of anti-bullying resources
The NSPCC website has advice for parents and carers on how to keep children safe from bullying.

Children and young people can find help on the Childline website if they're being bullied.

> Find out more about looked after children

> Find out more about safeguarding d/Deaf and disabled children and young people

Legislation and guidance

Legislation on safeguarding LGBTQ+ children and young people

Statutory guidance across the UK highlights the responsibility of those in education, community and care sectors to safeguard all children from all forms of abuse and neglect.

Find out more about the child protection system in:

LGBTQ+ children and young people in the UK are protected under equality legislation.

> Read more about children's rights

Guidance on supporting LGBTQ+ children and young people in schools

Across the UK there is guidance and best practice information on supporting LGBTQ+ children and young people in schools. Organisations in other sectors might also find this helpful.

The House of Commons Library has published a briefing on bullying in schools in the UK, which provides information and signposts guidance on how schools can tackle homophobic, biphobic and transphobic (HBT) bullying (House of Commons Library, 2020a).

The House of Commons Library has also published a briefing giving an overview of provisions to support transgender children and young people in schools across the UK. It covers the Equality Act 2010, toilet facilities and changing rooms, sports, school uniforms, the curriculum and bullying (House of Commons Library, 2020).

In England, the Department for Education (DfE) has published non-statutory guidance for schools on the Equality Act 2010. This provides guidance on how schools should ensure that children and young people aren't discriminated against because of their sexual orientation or gender reassignment (DfE, 2014).

Ofsted has published a research commentary on teaching about sex, sexual orientation and gender reassignment. This shares examples of good practice and covers school culture, the curriculum, teaching about sexuality and gender and engaging with parents. It also includes good practice examples from faith schools (Ofsted and Brown, 2021).

In Northern Ireland, the Education Authority (EA) has published guidance for schools and other education settings on supporting transgender children and young people. This includes information on creating an inclusive environment, the curriculum, bullying and practical considerations such as toilets, changing rooms and uniforms (EA, 2019).

In Scotland, the Scottish Government has published non-statutory guidance for schools on supporting transgender young people. This guidance includes information on:

child protection, confidentiality and information sharing

bullying and safety

language

mental health

the curriculum

a whole-school approach to supporting transgender young people

working with parents and carers

practical considerations such as toilets, physical activity and uniforms

(Scottish Government, 2021).

LGBT inclusive education has been a national requirement for schools in Scotland since 2021. The Scottish Government has created an online toolkit to help teachers embed LGBT learning themes throughout the Scottish curriculum (Scottish Government and Time for Inclusive Education (TIE), 2021).

In Wales, Estyn has published guidance on how schools can support LGBTQ+ children and young people and create an inclusive environment (PDF) (Estyn, 2020).

References

References

Albert Kennedy Trust (2015) LGBT youth homelessness: a UK national scoping of cause, prevalence, response, and outcome (PDF). [London]: Albert Kennedy Trust.

Barnardo's and Fox, C. (2016) 'It's not on the radar': the hidden diversity of children and young people at risk of sexual exploitation in England (PDF). Essex: Barnardo's.

Becerra-Culqui, T. et al (2018) Mental health of transgender and gender nonconforming youth compared with their peers. Pediatrics, 141(5).

Bradlow, J. et al (2017) School report: the experiences of lesbian, gay, bi and trans young people in Britain's schools in 2017 (PDF). London: Stonewall.

Children's Society, Victim Support and National Police Chiefs Council (NPSCC) (2018) Supporting LGBTQ+ children and young people at risk of child sexual exploitation: guidance for professionals (PDF). [London]: The Children's Society.

Department for Education (DfE) (2014) Equality Act 2010: advice for schools. [Accessed 03/08/2021].

Education Authority (EA) (2019) Guidance for schools, EOSTAS centres and youth service on supporting transgender young people. [Accessed 18/10/2021].

Estyn (2020) Celebrating diversity and promoting inclusion: good practice in supporting lesbian, gay, bisexual and transgender (LGBT) learners in schools and colleges (PDF). [Cardiff]: Estyn.

Government Equalities Office (2018) National LGBT survey: research report (PDF). Manchester: Government Equalities Office.

House of Commons Library (2020a) Bullying in UK schools. [Accessed 03/08/2021].

House of Commons Library (2020b) Provisions to support transgender children in schools. [Accessed 18/10/2021].

Internet Matters (2021) LGBTQ+: advice for professionals working with LGBTQ+ young people aged 7-18. [Accessed 30/07/2021].

LGBT Health & Wellbeing, Scottish Trans, Equality Network, LGBT Youth Scotland and Stonewall Scotland (2018) LGBTI populations and mental health inequality (PDF). [Edinburgh]: LGBT Health & Wellbeing.

McDermott, E., Hughes, E. and Rawlings, V. (2018) The social determinants of lesbian, gay, bisexual and transgender youth suicidality in England: a mixed methods study. Journal of Public Health, 40(3): e244-e251.

McGeeney, E., Hanson, E., Brook and National Crime Agency (2017) Digital romance: a research project exploring young people's use of technology in their romantic relationships and love lives (PDF). London: National Crime Agency.

NHS (2021) Gender dysphoria. [Accessed 18/10/2021].

Ofsted (2021) Review of sexual abuse in schools and colleges. [Accessed 03/08/2021].

Ofsted and Brown, Chris (2021) Research commentary: teaching about sex, sexual orientation and gender reassignment. [Accessed 03/08/2021].

Olson, Kristina R. et al (2016) Mental health of transgender children who are supported in their identities. Pediatrics, 137(3): e20153223.

Russell, Stephen T. et al (2018) Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behaviour among transgender youth. Journal of Adolescent Health, 63(4): 503-505.

Scottish Government (2021) Supporting transgender young people in schools: guidance for Scottish schools. [Accessed 16/08/2021].

Scottish Government and Time for Inclusive Education (TIE) (2021) lgbteducation.scot [Accessed 13/10/2021].

Stonewall (2022) An introduction to supporting LGBT children and young people: a guide for schools, colleges and settings (PDF). London: Stonewall.

Stonewall and Childnet International (2022) Staying safe online: practical strategies to best support all children and young people online, including those who identify as LGBT (PDF). London: Stonewall.

Xu, Yin and Zheng, Yong (2014) Prevalence of childhood sexual abuse among lesbian, gay and bisexual people: a meta-analysis. Journal of Child Sexual Abuse, 24(3): 315-331.

Introduction

Best practice for protecting LGBTQ+ children and young people

All children and young people have the right to be protected and kept safe from abuse and neglect.

LGBTQ+ children and young people face the same risks as all children and young people, but they are at greater risk of some types of abuse. For example, they might experience homophobic, biphobic or transphobic bullying or hate crime. They might also be more vulnerable to or at greater risk of sexual abuse, online abuse or sexual exploitation (Barnardo's and Fox, 2016; McGeeney et al, 2017; Xu and Zheng, 2014).

What does LGBTQ+ stand for?

LGBTQ+ stands for lesbian, gay, bisexual, transgender, queer or questioning and more. This term covers a broad range of people who have different lived experiences and may be at different stages in exploring their identity. It includes people who are asexual or have differences in sex development (sometimes known as being intersex).

There are a wide variety of terms people might use to describe their sexuality (who they feel attracted to) or their gender identity (their personal, internal perception of their own gender). For example, someone who has a different gender identity from the sex that was registered at their birth might identify as trans or transgender. Other people whose gender identity doesn't sit comfortably with 'boy' or 'girl' might identify as non-binary, agender, gender fluid or genderqueer (Government Equalities Office, 2018).

Children and young people might identify as LGBTQ+ in more than one way, for example they could be gay and transgender. Children who are LGBTQ+ might also have other characteristics that mean they face additional challenges or need extra support, for example being in care, being disabled or being from a Black, Asian or minoritised ethnic group.

Adults who work with LGBTQ+ children and young people need to understand the challenges they might experience and know what action to take to support and help keep them safe.

What does this page cover?

Adversities faced by LGBTQ+ children and young people.

Risk of harm for LGBTQ+ children and young people.

Understanding intersectionality.

Policies and procedures you should have in place.

Best practice for supporting LGBTQ+ children and young people.

Relevant legislation and guidance.

Adversities

Adversities faced by LGBTQ+ children and young people

People's perceptions of, or ideas about, LGBTQ+ young people's identity can make children more vulnerable to negative experiences or interactions. These might include:

experiencing homophobia, biphobia and transphobia (The Children's Society, Victim Support and National Police Chiefs Council, 2018; LGBT Health & Wellbeing et al, 2018; McDermott, Hughes and Rawlings, 2018; Scottish Government, 2021)

feeling the pressure of sexual and gender norms (McDermott, Hughes and Rawlings, 2018; Scottish Government, 2021)

having to manage their sexual and gender identity across different life areas (for example, coming out at school but not at home) (McDermott, Hughes and Rawlings, 2018)

feeling isolated or 'different' from their family and friends (The Children's Society, Victim Support and National Police Chiefs Council, 2018; LGBT Health & Wellbeing et al, 2018)

feeling like they can't express their identity because they're worried about people's responses (LGBT Health & Wellbeing et al, 2018)

having complicated or negative feelings about their gender identity or sexuality (McDermott, Hughes and Rawlings, 2018)

experiencing gender dysphoria (NHS, 2021).

"I am transgender but it's so hard living like this when there are so many ignorant people out there. It's really stressing me out and sometimes I wish I wasn't here. I wish people would just accept me for who I am and that I could feel normal"
Childline counselling session with a child, age unknown.
These negative experiences and interactions can impact on all areas of a young person's life.

Family relationships

Some young people who talk to Childline about gender and sexuality also talk about their family relationships. Topics discussed include:

experiencing negative reactions from family members after coming out

being afraid of not being accepted by their family

worrying about not being able to be themselves at home.

"I came out to my parents recently and they were really shocked and shouted at me which really upset me. I feel uncomfortable and I don't like being at home as I am having to constantly hide how I am feeling. I have been going to the LGBT club at school and find it really helpful. It provides a safe space for me to be who I am. I feel I can talk to the teacher who runs the club about my feelings as they are so supportive and understanding"
Childline counselling session with a 13-year-old child.
Homelessness

LGBTQ+ young people are more likely to become homeless than their non-LGBTQ+ peers. This might be because of:

parental rejection

being subject to physical, emotional or sexual abuse from family members

family violence

(Albert Kennedy Trust (AKT), 2015).

If they are homeless, LGBTQ+ young people are more likely to experience targeted violence and be exposed to sexual exploitation. For example, perpetrators might offer a child a safe space to stay in order to sexually exploit or abuse them (The Children's Society, Victim Support and National Police Chiefs' Council, 2018).

Mental health

Puberty can be a distressing and sometimes traumatic time for LGBTQ+ children and young people as their body and hormones start to change. They might start to have new or confusing feelings about their gender or sexuality. This can be particularly distressing if young people don't have anyone to talk about things with or don't feel supported.

Research suggests that LGBTQ+ children and young people might be at higher risk than their non-LGBTQ+ peers of:

self-harm

experiencing suicidal thoughts and feelings

anxiety

depression

(McDermott, Hughes and Rawlings, 2018; LGBT Health & Wellbeing, Scottish Trans, Equality Network, LGBT Youth Scotland and Stonewall Scotland, 2018; Becerra-Culqui, 2018).

Isolation or barriers to speaking out

There are some factors that might mean LGBTQ+ children and young people feel less able to speak out about any worries or negative experiences they're having.

Barriers include:

worrying that telling someone will 'out' them before they're ready

fearing that it will make the bullying or abuse worse

thinking no one will believe them

feeling they are to blame for what they're experiencing

worrying that adults will think their gender identity or sexuality is to blame for their experience of abuse

(Bradlow et al, 2017; The Children's Society, Victim Support and National Police Chiefs Council, 2018; Stonewall and Childnet International, 2022).

Young people who are questioning or exploring their sexuality or gender identity might have confusing or difficult feelings. They might worry they will face discrimination if they come out or not feel able to talk to anyone about what they're going through. (Becerra-Culqui et al, 2018).

Risks of harm

Risks of harm

Evidence suggests that LGBTQ+ children and young people might be at increased risk of some forms of harm.

Child sexual exploitation

LGBTQ+ relationships are underrepresented in educational resources and the media (Barnardo's and Fox, 2016). This means there are fewer examples of relevant, healthy relationships available to LGBTQ+ young people. If LGBTQ+ young people are not taught about healthy and unhealthy relationships, it might be easier for an abuser to groom them into believing an abusive relationship is normal.

If LGBTQ+ young people are unable to get information about sex and relationships from school or family, they might seek advice and support from people in adult spaces, such as gay clubs. This is particularly true of young people who live in rural areas or in communities where their gender identity or sexuality is not accepted. Adult spaces don't have the same safeguarding and child protection measures in place as spaces specifically for children. Children might be pressured or coerced into doing something they don't want to do, particularly if they are already isolated and don't have anywhere else to turn for support (Barnardo's and Fox, 2016).

The adults around a child can sometimes assume that it's normal for LGBTQ+ young people to have sex at a younger age as part of exploring their identity. This means the adults might not consider being involved in underage sexual activity as a possible sign of abuse, and do not take appropriate action to protect the child. Similarly, professionals might not always consider the possibility that an adult woman is sexually exploiting a girl (Barnardo's and Fox, 2016).

Online abuse

The internet can be a great place of advice, support and community for young LGBTQ+ people. However, there are also risks associated with using the internet.

LGBTQ+ children might use adult dating apps to meet other LGBTQ+ people, especially if they can't find inclusive offline spaces or communities nearby. These apps are designed for adults and are not moderated in the same way as platforms designed specifically for children. This means the young people using them might encounter sexual content which could be harmful, and are likely to come into contact with adults who are looking for a sexual relationship (Internet Matters, 2021).

"I am really struggling with my emotions. I met someone online and we got on really well. We talked a lot and he knew I was desperate for money so offered to pay me for nudes. I trusted him and really needed the money, so I sent them. I immediately regretted it afterwards and got scared so I have blocked him and deleted everything to do with the account and images. I feel so disgusting and vile about it. I just want to be able to live with myself and not feel constantly guilty. I am ashamed and have learnt a lesson from it and will never let myself be manipulated like this again".
Childline counselling session with a 15-year-old boy
There is some evidence to suggest that LGBTQ+ children and young people are more likely to meet a partner or ask someone out online (McGeeney et al, 2017). The research suggests this could be because young people find it hard to meet other openly LGBTQ+ people in their community, or because they don't want to come out to people in their offline lives (McGeeney et al, 2017). This research also showed that gay and lesbian young people were significantly more likely to meet up with someone offline who they had first met online and who was not who they said they were (McGeeney et al, 2017).

Online grooming could happen to any child or young person. But if an LGBTQ+ child or young person hasn't come out, or feels that their gender identity or sexuality needs to be kept secret, perpetrators can take advantage of this to prevent the child from telling anyone about the relationship or to coerce them into meeting offline without telling anyone else.

Any young person might become involved in sending or receiving sexual photos or messages online. They might do this consensually, or they could feel pressured by their peers or adults. Once an image is shared online, young people have no control over how other people might use it. Some adults online might target LGBTQ+ young people to groom or blackmail them into sending explicit images or videos of themselves (Internet Matters, 2021).

> Find out more about sexting
> Take our Sharing nudes and semi-nudes training

Children and young people might also encounter non-sexual harmful content on the internet.

They might seek information about a range of LGBTQ+ issues online, particularly if they don't have any other sources of information. While doing so, they might come across inaccurate material, hate comments or content that isn't age appropriate. All of these can cause children distress (Government Equalities Office, 2018; Ofsted and Brown, 2021).

Children might see anti-LGBTQ+ posts or homophobic, biphobic and transphobic comments even if they aren't specifically looking for information about LGBTQ+ issues. These can be distressing whether or not the child or young person is directly being targeted (Internet Matters, 2021).

Bullying

Homophobic, biphobic and transphobic (HBT) bullying is based on prejudice or negative attitudes about gay, lesbian, bisexual or transgender people. This can include name calling, using offensive language and negative stereotyping. Bullying can happen anywhere, including at home, at school or online (cyberbullying).

HBT bullying can affect children who have come out as LGBTQ+, who are questioning their gender identity or sexuality or who don't conform to gender stereotypes and are seen as 'different' (Scottish Government, 2021). It might also affect children and young people who have LGBTQ+ family members.

"People in my school bully me. They push me around, hit me and spit at me and call me names. I go to the LGBTQ+ club at school to avoid them, but they follow me and keep shouting names at me. I feel stressed and annoyed and like I am not part of the school or welcomed anymore. I am too scared to tell on the bullies because last time I reported them it made the bullying worse."
Childline counselling session with a 13-year-old child
Some children have reported experiencing HBT bullying, verbal assault and physical assault in school because of their gender identity or sexuality. This can leave them feeling unsafe in school environments (Government Equalities Office, 2018; Ofsted, 2021; Scottish Government, 2021).

Children and young people who experience HBT bullying can be more likely to have suicidal thoughts and feelings, or self-harm (McDermott, Hughes and Rawlings, 2017).

Intersectionality

Taking an intersectional approach

LGBTQ+ children, like all children, have diverse identities. As well as experiencing prejudice or bias related to their gender identity or sexuality, they might experience challenges relating to other parts of their identity, such as:

ethnicity

disability

mental health

having been in care

where they live, how much money they have and how much access they have to education.

The way these challenges interact is known as intersectionality.

For example, a child may be growing up in a culture which does not accept their sexuality or gender identity. It can be difficult for children to cope with this and it can have a negative impact on their welfare.

"I'm upset because I came out to my family as transgender and they're refusing to support me. My family are from Pakistan and don't want me to dress in girl's clothes because they say it will bring shame to the family. I've been self-harming and recently the pressure from my family has been so much that I'm feeling suicidal again, I don't know what to do"
Childline counselling session with a transgender girl aged 16. > Listen to our podcast episode on intersectionality in social work practice
Learning for practitioners: understanding the child

When you're working with a child, consider all the factors that might influence their safety and wellbeing. Take the time to get to know them, understand their lived experience and how they might face risks due to how other might perceive their identity.

You could consider creating safe spaces for children who have similar identities and come from the same community. This might help them talk about their experiences and get peer support.
Find out more about: > Safeguarding children who come from Black, Asian and minoritised ethnic communities > Safeguarding d/Deaf and disabled children and young people > Safeguarding children with special educational needs and disabilities (SEND) > Looked after children > Child mental health

Policies and procedures

Creating policies and procedures

LGBTQ+ inclusive policies

Your organisation's policies and procedures should set out how you will create a safe, supportive and inclusive environment for all children and young people.

You should ensure that LGBTQ+ children and young people are fully represented in all your policies and procedures as part of your work to ensure your organisation is fully inclusive.

Think about how you can work collaboratively and make sure you include the views of people in the LGBTQ+ community. How can you engage with the LGBTQ+ adults and children in your organisation so that they feel comfortable?

For example, you should consider how you can support transgender and non-binary children and young people to wear the clothes (e.g uniform or sports kit) and use the toilets and changing rooms that they feel comfortable with. Your policies should reflect that decisions need to be made on a case-by-case basis, taking into consideration all children's safety. You should discuss options with the young person and their parents or carers (as long as this does not put the young person at risk of harm) (Scottish Government, 2021).

It's important to use appropriate language when talking to and about children and young people. You should ask LGBTQ+ children and young people what language they use to describe themselves, and use these terms in your policies and procedures.

You could also create a dedicated policy outlining how you will support LGBTQ+ children and young people specifically.

> Learn more about peer-on-peer sexual abuse
> Read our blog about contextual safeguarding
Safeguarding and child protection policy and procedures

All organisations that work with children and young people need to have a safeguarding and child protection policy and procedures.

This should include your commitment to protect all children regardless of their age, disability, gender reassignment, race, religion or belief, sex or sexual orientation.

You should make sure that your safeguarding and child protection policy recognises the additional risks and vulnerability factors for LGBTQ+ children and young people.

You should complete risk assessments for specific contexts, such as changing rooms, taking into account all safeguarding risks that might be present and taking appropriate action to keep all children safe (Scottish Government, 2021).
> Read more about safeguarding considerations for getting changed at school > Find out more about writing a safeguarding and child protection policy and procedures > Take our introductory safeguarding and child protection courses
Recognising and responding to child protection concerns

All your staff and volunteers should know how to recognise and respond to concerns about children and young people's safety and welfare.

Concerns about LGBTQ+ children and young people should be dealt with sensitively, taking into consideration any complicated feelings they might have about their sexuality or gender identity. For example, if a child has been using adult dating apps you need to take immediate steps to keep them safe. But you should also consider the reasons why they might be using those apps.

Make sure children know they can talk to you about anything that's worrying them. Make sure children also know about Childline and how they can contact them for confidential advice and support. Calls to 0800 1111 are free and children can also get support and advice via the Childline website.

Young people under 18 who are worried that a sexual image or video of them may have been shared online can use Childline and IWF's Report Remove tool to see if it can be taken down.
> Learn more about recognising and responding to abuse > Find out more about how to respond to a disclosure of abuse
Information sharing

If you are worried about a child or young person's safety and welfare you should share this information promptly, following your organisation's safeguarding and child protection procedures.

However, you should be mindful that LGBTQ+ children and young people might not want to come out to everyone in their life. Sharing a child or young person's gender identity or sexuality might put them at extra risk if the person you tell is not supportive.

You could also break a child or young person's trust if you share information about their gender identity or sexuality without their permission, or without letting them know first.

You should only share information about a child or young person's sexuality or gender identity if they give you permission, or if it's relevant to a child protection concern.

For example, you might have to tell someone about a young person's sexuality or gender identity if:

they are experiencing homophobic, biphobic or transphobic bullying

they are using adult dating apps

there is a concern they might have been groomed or coerced into a sexual relationship

there is a concern they might be experiencing sexual abuse or exploitation

they are experiencing or are at risk of homelessness because their family are unsupportive of their gender identity or sexuality

(Stonewall, 2022).
> Learn more about when to share information about a child

> Learn more about gaining a child's consent to share information

Supporting children and young people

Supporting children and young people

There are a range of ways you can help support and protect the LGBTQ+ children, young people and families you work with.

Understanding a child's lived experience

It's important to remember that any child or young person you're working with could be LGBTQ+, whether or not they have told you about their identity. You should aim to understand the lived experience of every child, the risks that might be present and how that interacts with their life and identity.

Make it clear to the children and young people you work with that you're someone they can talk to about their identity and feel safe with. Be open minded and don't make assumptions about a child's sexuality or gender identity. Always consider how gender identity or sexuality could impact on their life and any risks they might face.

You could ask children and young people their pronouns, chosen name and how they would like to be referred to.

Relationships and sex education

Some young people who are exploring or questioning their sexuality or identity might struggle to accept themselves if they have insufficient knowledge about being LGBTQ+. This can contribute to low wellbeing or mental health issues (Ofsted and Brown, 2021).

LGBTQ+ people and families should be reflected throughout the curriculum to help LGBTQ+ children feel safe and included (Scottish Government, 2021). It is important that children and young people are taught about all kinds of relationships, including LGBTQ+ relationships. When having discussions about relationships, make it clear to children and young people that same sex relationships and different gender identities are valid and should be respected. Talk to them about what a healthy relationship looks like, and make sure they know who to talk to if they are ever worried about anything.

Each nation in the UK has guidance on how schools should deliver relationships and sex education.

> Learn more about promoting healthy relationships in school

Children and young people can learn more about gender identity and sexuality on the Childline website.

Parents and carers can find out how to support children who are questioning or exploring their gender identity and sexuality on the NSPCC website.

Mental health

Adults in your organisation should know how to recognise and respond to concerns about children and young people's mental health.
> Find out more about how to recognise and respond to children's mental health issues
Think about how your organisation can support LGBTQ+ children and young people who are struggling with their mental health and promote good emotional wellbeing.
> Learn more about how to promote good mental health and wellbeing
LGBTQ+ children and young people may also experience loneliness. Our Building Connections online service provides support from a trained befriender for young people aged up to 19.

> Find out more about Building Connections

There's lots of advice, tips and information about mental health for children and young people on the Childline website.

The NSPCC website has information for parents and carers on how to recognise if a child is struggling with their mental health and how to support them.

Online safety

Your organisation should have an online safety policy that takes into account the additional risks LGBTQ+ children and young people might face online. Staff and volunteers should be able to recognise and respond to any child protection concerns about LGBTQ+ children and young people online.

> Find out more about online safety

> View our e-safety resources for schools

> Take our online safety training

> View our Sharing nudes and semi-nudes training

Parents and carers can find tips on what they can do to keep children safe online and how to talk to their children about online safety on the NSPCC website.

Young people under 18 who are worried that a sexual image or video of them may have been shared online can use Childline and IWF's Report Remove tool to see if it can be taken down.

The Childline website has lots of advice and information for children and young people about online safety.

Bullying

Creating an inclusive and safe environment in your organisation can help children and young people learn to respect everyone's identity and reduce bullying.

Using resources that show different types of families can help improve children and young people's behaviour and reduce homophobic, biphobic and transphobic bullying (Ofsted and Brown, 2021).

You should have an anti-bullying statement which sets out your commitment to preventing and tackling bullying and how you will respond to incidents.

Staff and volunteers should challenge gender stereotypes and any kind of homophobic, biphobic and transphobic language. Your organisation's behaviour codes should outline your expectations that everyone is treated with respect, both on- and offline.

Make sure children and young people know who in the organisation they can talk to if they are experiencing bullying.
> View our range of anti-bullying resources
The NSPCC website has advice for parents and carers on how to keep children safe from bullying.

Children and young people can find help on the Childline website if they're being bullied.

> Find out more about looked after children

> Find out more about safeguarding d/Deaf and disabled children and young people

Legislation and guidance

Legislation on safeguarding LGBTQ+ children and young people

Statutory guidance across the UK highlights the responsibility of those in education, community and care sectors to safeguard all children from all forms of abuse and neglect.

Find out more about the child protection system in:

LGBTQ+ children and young people in the UK are protected under equality legislation.

> Read more about children's rights

Guidance on supporting LGBTQ+ children and young people in schools

Across the UK there is guidance and best practice information on supporting LGBTQ+ children and young people in schools. Organisations in other sectors might also find this helpful.

The House of Commons Library has published a briefing on bullying in schools in the UK, which provides information and signposts guidance on how schools can tackle homophobic, biphobic and transphobic (HBT) bullying (House of Commons Library, 2020a).

The House of Commons Library has also published a briefing giving an overview of provisions to support transgender children and young people in schools across the UK. It covers the Equality Act 2010, toilet facilities and changing rooms, sports, school uniforms, the curriculum and bullying (House of Commons Library, 2020).

In England, the Department for Education (DfE) has published non-statutory guidance for schools on the Equality Act 2010. This provides guidance on how schools should ensure that children and young people aren't discriminated against because of their sexual orientation or gender reassignment (DfE, 2014).

Ofsted has published a research commentary on teaching about sex, sexual orientation and gender reassignment. This shares examples of good practice and covers school culture, the curriculum, teaching about sexuality and gender and engaging with parents. It also includes good practice examples from faith schools (Ofsted and Brown, 2021).

In Northern Ireland, the Education Authority (EA) has published guidance for schools and other education settings on supporting transgender children and young people. This includes information on creating an inclusive environment, the curriculum, bullying and practical considerations such as toilets, changing rooms and uniforms (EA, 2019).

In Scotland, the Scottish Government has published non-statutory guidance for schools on supporting transgender young people. This guidance includes information on:

child protection, confidentiality and information sharing

bullying and safety

language

mental health

the curriculum

a whole-school approach to supporting transgender young people

working with parents and carers

practical considerations such as toilets, physical activity and uniforms

(Scottish Government, 2021).

LGBT inclusive education has been a national requirement for schools in Scotland since 2021. The Scottish Government has created an online toolkit to help teachers embed LGBT learning themes throughout the Scottish curriculum (Scottish Government and Time for Inclusive Education (TIE), 2021).

In Wales, Estyn has published guidance on how schools can support LGBTQ+ children and young people and create an inclusive environment (PDF) (Estyn, 2020).

References

References

Albert Kennedy Trust (2015) LGBT youth homelessness: a UK national scoping of cause, prevalence, response, and outcome (PDF). [London]: Albert Kennedy Trust.

Barnardo's and Fox, C. (2016) 'It's not on the radar': the hidden diversity of children and young people at risk of sexual exploitation in England (PDF). Essex: Barnardo's.

Becerra-Culqui, T. et al (2018) Mental health of transgender and gender nonconforming youth compared with their peers. Pediatrics, 141(5).

Bradlow, J. et al (2017) School report: the experiences of lesbian, gay, bi and trans young people in Britain's schools in 2017 (PDF). London: Stonewall.

Children's Society, Victim Support and National Police Chiefs Council (NPSCC) (2018) Supporting LGBTQ+ children and young people at risk of child sexual exploitation: guidance for professionals (PDF). [London]: The Children's Society.

Department for Education (DfE) (2014) Equality Act 2010: advice for schools. [Accessed 03/08/2021].

Education Authority (EA) (2019) Guidance for schools, EOSTAS centres and youth service on supporting transgender young people. [Accessed 18/10/2021].

Estyn (2020) Celebrating diversity and promoting inclusion: good practice in supporting lesbian, gay, bisexual and transgender (LGBT) learners in schools and colleges (PDF). [Cardiff]: Estyn.

Government Equalities Office (2018) National LGBT survey: research report (PDF). Manchester: Government Equalities Office.

House of Commons Library (2020a) Bullying in UK schools. [Accessed 03/08/2021].

House of Commons Library (2020b) Provisions to support transgender children in schools. [Accessed 18/10/2021].

Internet Matters (2021) LGBTQ+: advice for professionals working with LGBTQ+ young people aged 7-18. [Accessed 30/07/2021].

LGBT Health & Wellbeing, Scottish Trans, Equality Network, LGBT Youth Scotland and Stonewall Scotland (2018) LGBTI populations and mental health inequality (PDF). [Edinburgh]: LGBT Health & Wellbeing.

McDermott, E., Hughes, E. and Rawlings, V. (2018) The social determinants of lesbian, gay, bisexual and transgender youth suicidality in England: a mixed methods study. Journal of Public Health, 40(3): e244-e251.

McGeeney, E., Hanson, E., Brook and National Crime Agency (2017) Digital romance: a research project exploring young people's use of technology in their romantic relationships and love lives (PDF). London: National Crime Agency.

NHS (2021) Gender dysphoria. [Accessed 18/10/2021].

Ofsted (2021) Review of sexual abuse in schools and colleges. [Accessed 03/08/2021].

Ofsted and Brown, Chris (2021) Research commentary: teaching about sex, sexual orientation and gender reassignment. [Accessed 03/08/2021].

Olson, Kristina R. et al (2016) Mental health of transgender children who are supported in their identities. Pediatrics, 137(3): e20153223.

Russell, Stephen T. et al (2018) Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behaviour among transgender youth. Journal of Adolescent Health, 63(4): 503-505.

Scottish Government (2021) Supporting transgender young people in schools: guidance for Scottish schools. [Accessed 16/08/2021].

Scottish Government and Time for Inclusive Education (TIE) (2021) lgbteducation.scot [Accessed 13/10/2021].

Stonewall (2022) An introduction to supporting LGBT children and young people: a guide for schools, colleges and settings (PDF). London: Stonewall.

Stonewall and Childnet International (2022) Staying safe online: practical strategies to best support all children and young people online, including those who identify as LGBT (PDF). London: Stonewall.

Xu, Yin and Zheng, Yong (2014) Prevalence of childhood sexual abuse among lesbian, gay and bisexual people: a meta-analysis. Journal of Child Sexual Abuse, 24(3): 315-331.

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Safeguarding LGBTQ+ children and young people | NSPCC Learning

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Explains why LGBTQ+ children might be at greater risk of some types of abuse and shares best practice for professionals on supporting and protecting them.

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TVS presentation 03/09/22