Education Services (Schools)
Key Focus: Early identification, prevention education, and student support.
Education has the lead in raising awareness of CCE among children and young people and parents / carers as they build trusted relationships with pupils in an appropriate context which helps recognise and address the issue. They are involved in pastoral care, identifying and supporting suspected victims, and providing education for staff.
Absenteeism from education is a key risk factor and schools have a responsibility to also manage the broader context of a young person's life and to signpost to support interventions, to maintain children and young people at risk in school. This includes collaboration with social workers and youth workers to deliver early intervention and support outside of school hours.
Roles and responsibilities:
- Raise awareness of CCE among pupils and parents and carers
- Identify early signs of vulnerability to CCE among pupils
- Implement safeguarding policies and procedures in schools
- Provide a safe environment and trusted adults for pupils to disclose concerns
- Deliver prevention education on CCE risks and protective factors
- Monitor attendance and address unauthorised absences promptly
- Participate in multi-agency meetings regarding at-risk pupils
- Support the academic progress of children and young people affected by CCE
- Implement pastoral care systems to support pupils with vulnerabilities
- Train staff to recognise and respond to signs of CCE
- Collaborate with parents/carers to support pupils who may be at risk of CCE
Lead or primary role
Early Preventative Work
Schools coordinate early intervention efforts with social workers and youth workers. Schools engage in early preventative work by raising awareness and educating children and young people about CCE. They provide pastoral care and support to prevent issues from escalating. In particular, schools should be looking to maintain children and young people at risk in school and addressing underlying issues.
Early Identification and Assessment
Schools play a key role in the early identification of children and young people at risk of CCE. They assess the needs of these children and young people and provide appropriate support.
Significant input or role
Safeguarding Structures and Thresholds
Schools are involved in safeguarding structures and need to understand where CCE fits within these frameworks. They follow clear guidelines, policies and procedures for intervention and support. Training for teachers and safeguarding staff is essential.
Multi-Agency Collaboration
Schools collaborate with social workers, youth workers, and other agencies to provide comprehensive support. This collaboration ensures that all relevant information is shared and responses are well-coordinated to ensure all parties are aware of the risks and signs of CCE. Schools contribute to the development of family support and protection plans. They work with social workers and other agencies to ensure that the needs of the child and young person and their family are addressed.
Supporting role
Disruption of Exploitation
Schools work with the PSNI and other agencies to disrupt those exploiting children and young people
Coordination of Information and Response
Schools collect and share information related to CCE with other agencies. They ensure that responses are well-coordinated and that the needs of the child and young person are addressed.