The reality of child-on-child sexual abuse in nurseries, schools and colleges
Recent reporting has highlighted the concerning scale of child-on-child sexual abuse taking place in and around schools in the UK. Analysis of police data found that between 2021 and 2025, at least 8,500 sexual offences against children aged 12 and under were recorded as occurring on or near school premises. This equates to almost five reported offences every day. The figures included nearly 2,000 reports of rape or attempted rape, with more than a third of victims being under the age of 13.
Alongside these incidents, police also recorded more than 6,000 offences involving indecent images of children, reflecting a growing challenge linked to smartphones, social media, AI-generated content, and deepfake technology. While the true scale is likely to be higher than reported, the data reinforces what many safeguarding professionals already recognise and see in their settings. This is that child-on-child sexual abuse remains a significant and ongoing safeguarding concern.
This is an important reminder that harmful sexual behaviour, sexual harassment, sexual violence, and image-based abuse should never be viewed as "part of growing up" or dismissed as banter, experimentation, or typical teenage relationship issues. Phrases like “boys will be boys” should not be used to minimise the genuine harm that these behaviours can cause KCSiE is clear that sexual harassment (and/or violence) can occur between children of any age and happen both inside and outside of school.
Child-on-child abuse is not a rare occurrence, nor is it confined to secondary or college-aged students. The figures remind us that even very young children can experience sexual violence, harassment, bullying, and abuse. This reminds us that safeguarding education cannot begin in adolescence. Age-appropriate teaching about personal space, consent, body autonomy, trusted adults, and respectful relationships should start in the earliest years and develop progressively throughout a child's education. This makes early education and prevention an important part of safeguarding practice, even for the youngest learners.
In the Early Years, practitioners should remain highly vigilant and professionally curious. For 0–5-year-olds, staff should focus beyond ordinary developmental curiosity, with the key considerations being consent, coercion, persistence and developmentally appropriate play and exploration. More information and support can be found at www.brook.org.uk. Brook uses these factors within its Sexual Behaviours Traffic Light framework, which can be a fantastic tool to support early signs of harmful behaviour.
As students get older, incidents will inevitably occur between those who know one another, making it even more important that professionals avoid minimising behaviours because they take place within friendship groups or consensual peer relationships. Staff should avoid labelling behaviours as a joke, banter, flirting, or part of a normal friendship interaction. The data also highlights the influence of factors beyond the school gates. This includes young people's exposure to harmful online content, including:
Violent and harmful pornography (law has recently changed to include content depicting sexual violence, strangulation or suffocation, incestuous themes, and pornography that sexualises those presented as under 18).
Misogynistic messaging, forums and influencers such as Andrew Tate or HS Tikky Tokky.
Intimate image abuse and sharing, including when it is to blackmail or humiliate another student. “sextortion” and “revenge porn” are both crimes in the UK and those affected by them should be seen as victims and never blamed.
Messaging apps, group chats and social media channels. Those such as “Snapchat” and “Kik” which allow “disappearing” messages can be a particular concern.
Gaming platforms and in game chat functions. Some allow live streams from webcams or for players to create sexually explicit avatars.
AI-generated content and deepfakes. This could be manipulating normal photographs to make them explicit or merging 2 different photographs to create a new image.
This reinforces the importance of contextual safeguarding approaches, strong relationships with home, and robust policies on the use of mobile phones in schools and the implementation of the social media ban for under 16’s.
One of the most important aspects of safeguarding is how settings respond when a child or young person chooses to disclose sexual abuse, harassment, or inappropriate behaviour. While the initial disclosure may be a moment of relief for a child, it can also be an incredibly difficult process for them. Many children worry they will not be believed, fear getting themselves or others into trouble. They may also feel embarrassed, ashamed, or concerned about the consequences of speaking out.
Therefore, children need to know that adults will listen carefully, take their concerns seriously, and act to help keep them safe. Settings should be clear about how disclosures will be managed and ensure students understand what will happen if they share a concern. A useful line from NSPCC guidance suggests saying to a child: "I cannot promise to keep this a secret, but I can promise I will only share it with those who need to know in order to help you." This helps maintain trust while avoiding promises of confidentiality that cannot be kept. More information on disclosures and how to respond can be found at: Recognising and responding to child abuse and neglect | NSPCC Learning
DSLs should regularly consider whether students know how to report concerns, who they can speak to, and what support is available. A culture where children feel safe, respected, and confident to disclose concerns remains one of the strongest protective factors against abuse. When responding to incidents, settings should ensure that appropriate support is available for all those involved. Whilst the needs and wishes of the victim should remain central, children displaying harmful sexual behaviour may also require assessment, intervention, and support. Effective safeguarding seeks to reduce the risk of further harm while helping children understand the impact of their behaviour and make positive changes.
However, addressing child-on-child sexual abuse is not solely the responsibility of DSLs. Effective safeguarding requires a whole-school approach where children understand healthy relationships, respect, consent, and appropriate boundaries. Creating a culture where harmful behaviours are challenged consistently, rather than normalised or ignored, is one of the most effective ways settings can help prevent abuse. The latest data is both concerning and sobering, but it also provides an opportunity for settings to reflect on their safeguarding arrangements.
For DSLs, the challenge is not simply responding to incidents when they occur, but creating a culture where children feel safe enough to disclose concerns, where staff are confident to act, and where harmful behaviours are identified and addressed at the earliest opportunity. Settings must maintain an attitude of "it could happen here". This will reinforce robust safeguarding practices and a commitment to listening to students. Practitioners therefore play a crucial role in preventing harm and ensuring every child or young person feels safe, heard, and protected.
About the author: Melissa Pollard is a Designated Safeguarding Lead with 20 years experience in education and children's mental health.
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