Introduction
Every organisation working with children and young people has a legal and moral duty to keep them safe from harm. Safeguarding is not only about protecting children from risks outside the organisation — it also includes protecting them from potential abuse by people who work with them.
Government guidance is clear that staff working with children must maintain an attitude of “it could happen here” when it comes to safeguarding. When concerns arise, professionals must always act in the best interests of the child.
For learners at MITSkills, understanding abuse by people working with children is essential. It helps ensure safe professional boundaries, strengthens safeguarding cultures, and empowers staff to raise concerns — even when doing so feels uncomfortable.
What Do We Mean by Abuse by People Working with Children?
Abuse by people working with children refers to:
“Abuse of someone under 18 years old by a person that works with them. The perpetrator may be a member of staff, a volunteer, work directly with children and young people or work in a support role.”
This means anyone working in an organisation with children could potentially be a perpetrator — including teachers, tutors, support staff, volunteers, contractors, or visitors.
Abuse can take many forms, including sexual, physical, emotional abuse or neglect, and is often linked to misuse of power and position of trust.
Position of Trust and the Law
The law is very clear when it comes to sexual relationships between adults and children.
- It is a criminal offence for an adult to have a sexual relationship with a child under 16.
- It is also an offence for an adult to have a sexual relationship with a young person under 18 if the adult is in a position of trust.
In education settings, all staff are considered to be in a position of trust in relation to learners under 18 — even if the learner is above the age of legal consent. Any sexual relationship in these circumstances is an abuse of power and classed as abuse.
Grooming in Education Settings
Abuse rarely starts suddenly. Perpetrators often engage in grooming behaviours that escalate over time.
Grooming may involve:
- Testing boundaries to see what behaviour is tolerated.
- Gaining one-to-one access to children.
- Presenting as caring, hardworking, or “going the extra mile”.
- Influencing colleagues, parents, and carers to prevent detection.
Importantly, grooming does not only target children — it can also involve grooming of staff and families to normalise concerning behaviour and discourage challenge.
Spotting the Signs of Grooming or Abuse
There are common indicators that may suggest grooming or abuse by someone working with children. These include:
- An unusual amount of one-to-one time in secluded areas.
- Meeting with children behind closed doors.
- Learners repeatedly seeking a particular adult or trying hard to avoid them.
- Under- or over-generous marking of work.
- Overuse or underuse of praise.
- Providing extra support or gifts.
- Shaming or demeaning children.
- Using inappropriate language or discussing inappropriate topics.
- Being “friends” with learners on social media.
- Inappropriate communication via personal devices.
None of these signs alone confirm abuse, but patterns and combinations should always be taken seriously.
Who May Be Most at Risk?
While any child can be harmed, some children and young people are more vulnerable to grooming and abuse, including those:
- With disabilities or additional needs.
- With existing vulnerabilities or previous abuse experiences.
- Who are isolated, socially excluded, or away from home.
- From chaotic or dysfunctional households.
- Experiencing family stress, poverty, imprisonment of a parent, or bereavement.
Perpetrators often identify and exploit these vulnerabilities.
Understanding Low-Level Concerns
Not all concerns meet the threshold for immediate referral to external agencies. However, low-level concerns are still safeguarding concerns and must be recorded and addressed.
A low-level concern is:
“Any concern — no matter how small — that a person working with children may be acting in a way that is inconsistent with the staff code of conduct but does not meet the harm threshold.”
Examples include:
- Being overly friendly with learners.
- Having favourites.
- Taking photos of children on personal devices.
- One-to-one contact in secluded areas.
- Humiliating pupils.
Low-level concerns must be reported, recorded, and reviewed. Where concerns continue or escalate, further action must be taken.
Threshold of Harm and the Role of the LADO
Concerns must be referred to the Local Authority Designated Officer (LADO) if it is alleged that a person working with children has:
- Behaved in a way that has harmed, or may have harmed, a child.
- Possibly committed a criminal offence against or related to a child.
- Behaved in a way that indicates they may pose a risk of harm.
- Behaved in a way that indicates they may not be suitable to work with children.
The LADO oversees and advises on allegations to ensure a consistent, fair, and child-focused response.
Creating a Culture of Vigilance
Safeguarding is not about distrust — it is about protection. A strong safeguarding culture includes:
- Clear policies and procedures.
- Safer recruitment and staff codes of conduct.
- Open challenge and professional curiosity.
- Safe spaces for children to talk.
- Confidence to report concerns — including about colleagues.
Staff must be prepared to think the unthinkable and act when something feels wrong.
Whistleblowing: When Concerns Aren’t Addressed
If concerns are ignored, covered up, or mishandled, staff may need to whistle-blow. Whistleblowing is protected in law and plays a vital role in keeping children safe.
The NSPCC Whistleblowing Advice Line offers confidential advice:
📞 0800 028 0285
📧 help@nspcc.org.uk
Safeguarding is everyone’s responsibility — and it always starts with noticing.