The statistics presented by Kim Kelleway are staggering and disturbing. You are statistically likely to have a students in your classes that have been or are being sexually abused, most commonly by someone they know well. This presentation alerts us to the characteristics of of those students most likely to be targeted and to the approaches predators utilise to undertake this abuse. Kim identified four key messages that teachers can instil in their students to help them protect themselves against such abuse and help them come forward and report should the worst happen.
What are you thoughts on Kim’s message? What do you take away from the presentation that you feel you can implement as a teacher or parent?
As a teacher, it is important to recognise that a student may approach you as a trusted authority with allegations of abuse. It is important to be prepared for this, as it is something you may not expect.
Monitoring student behaviour in the classroom is also important. Changes in behaviour may indicate there is something going on in the student’s life. If behaviour changes are noticed, the teacher may consider making further enquiries about student welfare .A consideration that I had is that secondary school teachers often do not spend as much time with their students. Consulting with other staff members may be a good source of information about student behaviour changes.
Considering how the school implements safety measures for students for reporting abuse is an important message to convey to students. Students may not necessarily be aware of who to contact or where to go. Teachers can help provide this valuable information.
As a parent, I already discuss body parts names honestly with my 8 and 12 year old and always have. They always giggle, but we always say that we teach elbow, brain, toe, so the underwear areas are no different, and it can be the difference between a bad person going unpunished or not, so always use the correct names. We say “She poked me in the eye”, not in the “head area”! “I hurt my little toe” not “My walkie thingie hurts”.
As a possible teacher, I appreciate the simple code of No, Go, Tell. and It’s not your fault and you did the right thing telling me.
Beginning of each term, students will relearn/reinforce the things we do at school and out of school to keep ourselves safe, and others safe. The transfer of knowledge into safe behaviour through active practice and participation. Student created resources and rules and consequences will have more impact than another poster amongst all the wall posters in a classroom (so much visual noise in classrooms!)
Be calm, and supportive, to students, and their families. Good relationships with students’ families can extend safety measures into students’ homes and communities as the students act out what they learn in class about safety and personal agency.