You are here:
How to encourage the reporting of sexism and sexual harassment
Start building a culture where all pupils feel comfortable raising concerns about sexism and sexual harassment. Encourage pupils and staff to call out unacceptable behaviour and explain what you mean by a 'zero-tolerance' approach.
Contents
- Key barriers to reporting
- Importance of reporting 'lower level' incidents
- Call out unacceptable behaviour
- Model appropriate behaviour and language to create a culture of respect
- Be clear on what 'zero-tolerance' means in practice
- Clearly communicate your reporting procedures
- Reassure pupils they'll be fully supported
- Use our posters to help encourage reporting
Key barriers to reporting
Ofsted's review of sexual abuse in schools found a number of reasons why pupils weren't reporting experiences of sexism and sexual harassment. These reasons include how pupils:
- Don't see the point in reporting 'lower level' incidents because they're commonplace
- Are worried the next steps would be out of their control
- Think they wouldn't be believed or that they’d be blamed, so don't feel confident asking for support
- Are concerned they'd be ostracised by their peers or branded a 'snitch' for getting someone into trouble
For further details on the findings of the review, take a look at our summary article.
Below you'll find guidance on the steps you can take to break down these barriers to reporting, creating a culture where all pupils feel comfortable raising any concerns.
To encourage pupils to report 'lower level' incidents, such as sexist name-calling or being sent unwanted explicit pictures or videos,
- Peer-on-peer sexual abuse: how to respond
- How to prevent peer-on-peer abuse
- Sexism and sexual harassment: behaviour policy consultation toolkit
- Sexism and sexual harassment: how to update your behaviour policy
- Ofsted review of sexual abuse in schools: summary
- Keeping Children Safe in Education (KCSIE): September 2021 changes
- Child protection concern forms
- Conducting 'safe and well' checks
- EYFS safeguarding and welfare checklist
- Gathering staff feedback on safeguarding: questionnaire
- How to prevent peer-on-peer abuse
- Keeping Children Safe in Education (KCSIE): September 2021 changes
- Keeping Children Safe in Education (KCSIE): summary
- Managing safeguarding allegations against staff
- Ofsted review of sexual abuse in schools: summary
- Online safety assembly resources
- Online safety: how to review your approach
- Online safety: requirements and guidance
- Recording safeguarding information: guidance and template
- Remote learning: safeguarding pupils and staff
- Role of the designated safeguarding lead (DSL)
- Safeguarding audit
- Safeguarding notices for visitors
- Safeguarding training requirements
- Supervision meetings for EYFS staff
- Visitor safeguarding protocols
More from The Key
Bitesize training with a big impact
Our on-demand training has your whole board covered and lets them learn at a time and pace that suits them.
Help your new governors hit the ground running with our expertly-designed induction training, and our role-specific courses support your link governors develop key skills and confidence in their role.
New eLearning: DSL refresher training
Your DSL’s training should be refreshed at least once every 2 years.
Designed in collaboration with safeguarding experts, our 2.5 hour online refresher training course reminds DSLs how to put their knowledge into practice, with in-depth, real-world scenarios.
- Need-to-know: DfE publishes new statutory guidance on the cost of school uniform 19 Nov 2021 08:51
- Need-to-know: STPCD 2021 published 4 Oct 2021 10:30
- In the news: Your weekly round-up for 20 to 27 August 2021 27 Aug 2021 08:00
- In the news: Your weekly round-up for 6 to 13 August 2021 13 Aug 2021 08:00
- In the news: Your weekly round-up for 30 July to 6 August 2021 6 Aug 2021 08:00
The Key has taken great care in publishing this article. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Accordingly, we will not be held liable for any use of or reliance placed on this article's content or the links or downloads it provides. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence v3.0.