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Exploring teachers' lived experiences of child-on-child harmful sexual behaviour at school: an interpretative phenomenological analysis

Waters, J., Anstey, S., Clouston, T. and Sydor, A. 2021. Exploring teachers' lived experiences of child-on-child harmful sexual behaviour at school: an interpretative phenomenological analysis. Journal of Sexual Aggression 27 (2) , pp. 219-232. 10.1080/13552600.2021.1896810

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Abstract

Child-on-child harmful sexual behaviour (HSB) at school is highlighted in the literature, although very little is known about how teachers experience it. Interpretative Phenomenological Analysis was used to address this knowledge gap. Semi-structured interviews were conducted with nine teachers from two special schools and one mainstream school. The proverb of the three wise monkeys was used as an analogy to aid sense-making and to capture the essence of the teachers’ lived experiences of child-on-child HSB, revealing it was not seen, heard or spoken about. Instead, HSB was accepted and expected as part of the special school day because it was not recognised and paid little attention to, whilst in the mainstream school, it was not recognised due to a lack of knowledge and understanding. A lack of training, support and the sharing of information compounded teachers’ fears for personal safety, careers and reputation. Implications for teachers and multi-agency professionals are discussed.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Healthcare Sciences
Publisher: Taylor and Francis
ISSN: 1355-2600
Date of First Compliant Deposit: 16 September 2021
Date of Acceptance: 22 February 2021
Last Modified: 17 Sep 2021 11:15
URI: http://orca.cardiff.ac.uk/id/eprint/144198

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