Education settings have a unique opportunity, not only to identify and support children and young people who have experienced domestic abuse, but also to challenge some of the root causes, by promoting positive and healthy relationships and challenging gender inequality. Children and young people will have different needs when they are living with domestic abuse and, later in their process of recovery from their experiences of domestic abuse. There will be variations in the levels of support required. Early support is crucial, as this can help to mitigate the long-term impact of domestic abuse and help improve outcomes for children across education, development, health and relationships.
Supporting children and their families affected by domestic abuse requires: a curriculum and culture that promotes positive relationships and respect, staff who are trained and aware (including non-teaching staff)[i] and clear safeguarding policies and guidance. Strong partnerships with local specialist domestic abuse services facilitate professional learning opportunities and can ensure joined up support for children and young people. Schools are in fact the main place where specialist domestic abuse services support learners. Contact details for specialist domestic abuse services in your area can be found in Appendix 2.
Professional Learning Health and wellbeing is the responsibility of all. To properly address domestic abuse, the professional development of all educators is fundamental. It not only helps practitioners to understand the dynamics of abusive relationships, it helps them to identify families at risk and learn how best to support them and their education. Consider making contact with local Violence against Women partners for delivery of relevant and current professional learning.
Safeguarding policies and guidance Local safeguarding protocols and procedures should always be followed, and particular care taken around the sharing of information to ensure the perpetrator does not get access to details that could put the safety of the abused adult and their children at risk.
Schools and other settings must prioritise the safety of the abused adult and children when taking any action regarding domestic abuse, including when communicating with them in regards to concerns. Perpetrators routinely intercept communications to the abused adult and children and can use any suggestion of abuse to further isolate or justify harm to their victims. Safeguarding plans should reflect these considerations.
Details of how to respond if a child or young person discloses domestic abuse are listed on the next page.
Supportive ethos Practitioners with a good understanding of the challenges faced by children and young people experiencing domestic abuse and the potential impacts will be better able to provide a supportive and empathetic environment. They will be aware that homework may not be completed because there are few quiet private spaces in a refuge, that attendance may be poor because children are staying home to protect family members or that there are gaps in learning from missing school or moving to places of safety. Understanding and recognition of need can inform planning and support.
Many abused children and young people will not be identified by staff. It is therefore crucial that schools, early learning and childcare, and community learning and development settings offer nurturing, trauma informed responses to all their learners.
Participation of children and young people The views of children and young people experiencing domestic abuse are needed to help shape the decisions and planning related to their lives. They also have a valuable role to play in developing a whole school response to gender-based violence of which domestic abuse is one manifestation. Adults need to facilitate this involvement.
Awareness raising for learners In Curriculum for Excellence, learners are taught how to keep themselves safe and what to do when they don’t feel safe. As well as helping them to recognise any abuse in their own lives, young people often turn to their peers for support, therefore understanding what a friend is going through and where to get help is important for all learners. Including this awareness raising in the curriculum, through Health and Wellbeing, Personal Social Education (PSE) or Relationships, Sexual Health and Parenting (RSHP) programmes, ensures co-ordinated and age and stage appropriate learning. Identifying peer support programmes and buddying schemes can be helpful to provide structure and safeguarding around peer support.
[i] Save the Children (2006) ‘Safe Learning: How to support the educational needs of children and young people affected by domestic violence’.
