Identify child abuse by an adult engaged by an independent school

Guidance for identifying child abuse and reportable conduct involving an adult in an independent school, including grooming.

Schools

Any allegation, complaint, disclosure or concern of abuse by an adult engaged by a school may be reportable conduct under Victoria’s Reportable Conduct Scheme.

All reportable allegations must be reported.

4 CRITICAL ACTIONS

⬣ Identify ▲ Report ● Support ■ Refer

The steps you take depend on the source of abuse. If you selected the wrong source, go to determine the source(opens in a new window).

How to identify abuse

You can identify child abuse by an adult engaged by the school in many ways. You can:

witness grooming behaviour or an incident
receive a disclosure (including information from a third party)
observe physical or behavioural signs
see something worrying or problematic online and/or on a student’s or adult’s device.

Often, physical or behavioural signs may be the only indication that a child is being groomed or abused. It is critical that you can recognise these signs. There are signs to look out for in both students who are victims of abuse and adults who are committing abuse.

There is an allegation of reportable conduct where a person has a reasonable belief that there has been:

a sexual offence committed against, with or in the presence of a child
sexual misconduct committed against, with or in the presence of a child
physical violence committed against, with or in the presence of a child
any behaviour that causes significant emotional or psychological harm to a child; or
significant neglect of a child.

Multiple types of abuse can occur at the same time.

Types of abuse to look out for

Open all

Child sexual abuse

Child sexual abuse is when a person uses power or authority over a child to involve them in sexual activity. It can include both physical sexual contact and non-contact behaviours.

This includes:

sexual touching
talking to a child in a sexually explicit way
sexual activity in the presence of a child
exposing a sexual body part to a child
forcing exposing a child to sexual activity (including showing pornography to a child)
encouraging a child engage in or be involved in an activity of a sexual nature This includes giving a child something, such as alcohol, cigarettes or other drugs, gift cards or money, in return for participating in sexual activities
grooming.

Grooming

Grooming occurs when an adult engages in communication (by words or conduct) with a child to prepare a child for sexual abuse later. Grooming behaviours can be directed at the child, their parents or carer and other adults in the school community.

Grooming can manipulate a child into believing that the abuse is their fault, or that the abuse is a way of showing love.

Grooming can be difficult to identify. It can look like ’normal’ caring behaviour, such as providing special attention and emotional support to a child.

Grooming can happen in any school and with students and adults of any age or gender. It can be harder to detect when adults interact with families across school, sport and community spaces. In these settings, some behaviours can seem friendly or routine.

What to look for in adults

Behavioural signs that an adult engaged by a school is grooming a child can include (but are not limited to):

touching a child inappropriately
unnecessary close physical contact, such as tickling or wrestling
spending time 1:1 with the child that is not required by the educational context, or which seems excessive
contacting a child on unofficial channels (for example calls, texts, or social media messages)
contacting children directly i.e. not including parents or carers in the communications
giving a child special treatment or attention so they feel ‘special’ or indebted
giving gifts to a child
having inappropriate social and professional boundaries. For example, telling a child about their personal problems or dating life
offering to drive a child to or from school, work, after school activities, or social events
checking on the wellbeing of a child at home
inviting themselves to a child’s home or inviting the child to their home
undermining a child’s reputation, so others won’t believe them if they speak up or make a disclosure
using threats, force, or authority to scare a child so they won’t report unwanted behaviour
using coercive or manipulative behaviour (threats, pressure, manipulation) to get another child to participate in inappropriate or sexual behaviour
making the child believe they are in a loving ‘relationship’ with the adult to coerce the child into inappropriate or sexual behaviour
giving a child cigarettes, alcohol or other drugs
showing a child nudity, sexual images, or sexual acts, either on purpose or by pretending it was an accident.

What to look for in children

Any child can be sexually abused. But children who are vulnerable, feel alone, or with disability are more likely to be abused.

Behavioural signs of sexual abuse in children can include:

disclosure of sexual abuse, either directly or by peers or classmates
sexual activity that isn’t appropriate for the age of the child
drawings or descriptions in stories that are sexual and not age-appropriate
being afraid of particular places or adults
having trouble with relationships including withdrawing from usual activities, friendships and relationships
complaining of headaches, stomach pains or nausea without physiological basis
in younger children, regressive behaviour like bed-wetting or speech loss
having phone calls, videos, or messages with a staff member or other adult from the school
being very secretive about their use of communications technologies, including social media
depression, self-harm, drug or alcohol abuse, or attempted suicide/suicidal ideation
suddenly doing worse at school, poor memory or concentration
suddenly developing a very close bond with a staff member or adult at school
changes in mood like being hyperactive, secretive, hostile, aggressive, impatient, resentful, anxious, withdrawn, or depressed
having jewellery, clothing or gifts given by the person abusing them. For more information, see the Commission for Children and Young People information sheet on sexual misconduct under the Reportable Conduct Scheme (DOCX, 117 KB).

Physical violence

Physical violence by an adult under the reportable scheme covers actual physical violence or apprehended physical violence against, with or in the presence of a child which is capable of causing or causes harm.

This includes:

actual physical violence or
apprehended physical violence against, with or in the presence of a child which is capable of causing or causes harm. In a school, actual physical violence against a child can include:
inappropriate physical contact
unlawful restraint
hitting
pushing
shoving
pinching
dragging
grabbing. Other examples include:
snatching, grabbing or throwing objects at a child
using a door to prevent a child from entering or leaving a classroom. Apprehended physical violence is when a child believes that someone is about to hurt them. This can happen even if no one touches the child. For example, if a teacher hits an object near to a child, causing the child to fear they might be hit.

Victorian government school staff can use physical restraint and seclusion when reasonable and immediately required to protect the member of staff, the student, or any other person from acts or behaviour that might be dangerous to them. Physical restraint must only be used where there are no less restrictive measures available in the circumstances.

For more information, see the Commission for Children and Young People information sheet on physical violence under the Reportable Conduct Scheme (DOCX, 275KB).

Significant emotional or psychological harm

Behaviour that causes a child serious psychological or emotional harm is child abuse.

Some of the types of behaviours that could cause harm to the extent that a child suffers, or is likely to suffer, serious emotional or psychological harm include:

ongoing verbal abuse
coercive or manipulative behaviour
hostility towards, or rejecting a child
humiliation
belittling
scapegoating
racism. This type of behaviour can happen on its own, or with other types of abuse like sexual abuse and grooming.

Signs that a child may have experienced significant emotional or psychological harm could include:

suicidal action, suicidal ideation, or self-harm
self-destructive, antisocial, or anxious behaviour
ongoing trouble sleeping, nightmares, or bedwetting
intense visible distress, withdrawal, fear, anxiety, anger or despair, particularly over an extended period
strong feelings like fear, anger, or sadness that last a long time
sudden changes in behaviour (e.g. an outgoing child becoming quiet)
significant delays in emotional or intellectual development
struggling to cope with everyday things. For information see the Commission for Children and Young People information sheet on behaviour that causes significant emotional and psychological harm under the Reportable Conduct Scheme (DOCX, 142 KB).

Significant neglect

Significant neglect is a failure to meet the basic needs of a child, such as their wellbeing or safety. This is reportable under the Reportable Conduct Scheme.

In some circumstances the neglect of a child:

can place the child’s immediate safety and development at serious risk
may not immediately compromise the safety of the child but is likely to result in longer-term cumulative harm. In a school this can include:
not providing a child with adequate supervision
not providing a child with adequate medical care
exposing a child to inappropriate material or environments like pornography or drug use
failing to make a mandatory report
not responding to student wellbeing concerns or following student wellbeing policies
not taking a child’s medical condition or illness seriously, and not getting them the right treatment
conduct that shames, isolates or demeans a child
conduct that rejects, abandons, or belittles a child
calling a child names. For more information, see the Commission for Children and Young People information sheet on significant neglect under the Reportable Conduct Scheme (DOCX, 123KB).

Reportable conduct

Reportable conduct can be about an adult engaged by the school to provide services in any capacity, as set out in the Child Wellbeing and Safety Act 2005 (Vic) such as:

a member of the teaching staff
other staff members
school leadership
school council employees and members
department employees
contractors (including labour hire)
volunteers (including parents)
allied health staff
agency casual relief staff
pre-service teachers
home stay hosts
religious ministry and/or religious education
clergy
board members
secondees
School Council members
an employee of an organisation covered by the scheme
a minister of religion, religious leader or officer of a religious body, a foster or kinship carer
a volunteer, contractor, office holder, officer or other position directly engaged to provide services by an organisation covered by the Scheme
workers or volunteers provided by labour hire agencies or other providers
company directors
individuals who carry on a business.

Reportable conduct covers:

conduct in the school environment when conducting school activities (including off-site school-related activities, e.g. camps)
conduct outside the school environment.

Refer to information sheets from the Commission for Children and Young People:

Reasonable belief

Reportable conduct

All reportable allegations must be reported.

An allegation will be reportable if a reasonable belief has been formed that the alleged conduct occurred.

What is meant by ‘reasonable belief’?

A reasonable belief is a belief based on facts that would lead a reasonable person to think that reportable conduct may have occurred. A reasonable belief is more than suspicion. There must be some objective basis for the belief. However, it does not require certainty.

For example, a person is likely to have a reasonable belief if they:

observed the conduct themselves
heard from a child that the conduct occurred
received information from another source (including another person who witnessed the reportable conduct or misconduct).

Refer to information sheets from the Commission for Children and Young People:

Next steps

If you have not identified a reportable allegation

You’ve completed the 4 Critical Actions for now.

Keep monitoring for changes. You can return at any time if you learn new information.

Continue the 4 Critical Actions

If you identify any reportable allegation, continue to report.

⬣ Identify ▲ Report ● Support ■ Refer

To identify abuse from a different source, see:

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Updated 30 March 2026

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Identify child abuse by an adult engaged by an independent school

Schools

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How to identify abuse

Types of abuse to look out for

What to look for in adults

What to look for in children

Reportable conduct

Reasonable belief

Reportable conduct

What is meant by ‘reasonable belief’?

Next steps

If you have not identified a reportable allegation

Continue the 4 Critical Actions

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