Child-on-child Abuse

Everyone should be aware that children can abuse other children. Child-on-child abuse can happen both inside and outside of a setting, face-to-face and online. Organisations working with children play an important role in preventing and responding to child-on-child abuse.

As with any form of abuse, child-on-child abuse can result in significant, long-lasting trauma, isolation, physical harm, poor mental health, a child missing education, and poor outcomes. 

We should remember that child-on-child abuse is harmful to both the perpetrator and the victim. Children or young people who harm others may have additional or complex needs (e.g., significant disruption in their lives, exposure to domestic abuse, witnessing or suffering abuse, educational under-achievement, or being involved in crime). 

It’s essential that all staff understand the importance of challenging inappropriate behaviours between children and young people. Downplaying certain behaviours (for example, dismissing sexual harassment as “just banter”, “just having a laugh”, “part of growing up” or “boys being boys”; or not recognising that emotional bullying can sometimes be more damaging than physical harm and should be taken equally seriously) can lead to a culture of unacceptable behaviours, and an unsafe environment for children. Allowing a culture that normalises abuse often discourages children and young people from reporting it. 

All staff should understand that even if there are no reports of child-on-child abuse in their setting, it doesn’t mean it isn’t happening. It’s more likely that it is just not being reported.

Stopping harm and ensuring immediate safety is any setting’s key priority.

Additional vulnerabilities

Any child can experience child-on-child abuse, but the following are more vulnerable.

• Those aged 10 and upwards.
• Girls and young women are more likely to be harmed, while boys and young men are more likely to have harmed.
• Black and minority ethnic children and young people are often under-identified as having been harmed and over-identified as having harmed others.
• Those with special educational needs and/or disabilities.
• Those with intra-familial abuse in their histories or those living with domestic abuse.
• Those who are in care.
• Those who are experiencing or have experienced bereavement following the loss of a parent, sibling or friend.
• Those who are, or are perceived to be, LGBT+.
• Those who are in boarding schools or other residential institutions.

It’s important to remember that, as with all safeguarding issues, child-on-child abuse can impact on children and young people without these characteristics. Some of these characteristics may make a child or young person more visible, whilst those without any of the characteristics above may be less likely to be noticed by professionals.

For example, when a young person goes missing from care (even for a small amount of time) the professional network will know about it, whilst if a young person regularly returns home later than their curfew their parents may not necessarily tell anyone.

Children and young people who have harmed others can be younger and/or physically smaller than their victims. We should never make assumptions based on a child’s age or physical appearance.

We should consider interlinking factors and not just isolated incidents.

Safeguarding in context and power dynamics

We must recognise that children are vulnerable to abuse in a range of social contexts because they form different relationships in their neighbourhoods, education settings and online. These relationships can feature violence and abuse which is often hidden from adults. Many vulnerable children across Britain are reported to be routinely viewing videos of illegal activity – fights, beatings, stabbings, sexual assaults, sex acts involving children, and the sale of weapons and drugs - on mainstream social media and messaging platforms.

Peer influence and pressure is a major factor in decisions made by young people to join groups. Keeping Children Safe in Education highlights the importance of staff awareness of the factors across a setting’s local community so they understand where young people are living, who they come into contact with and the dynamics at play. 

Understanding the power dynamics that can exist between children and young people is very important in helping to identify and respond to child-on-child abuse. Child-on-child abuse involves a power imbalance and this may be due to factors such as age, ability or status (social or economic). 

A child or young person who has harmed in one situation may be the one being harmed in another. It’s essential to try to also understand and support the child harming others, including finding out what is driving their behaviour, before and/or as well as giving sanctions.

A thorough investigation of the concerns should take place to include any wider contexts (including siblings) which may be known. However, the child or young person who has been harmed should always be made to feel safe. Actions should be taken to ensure that the abuse is not allowed to continue. 

The issues of the interplay between power, choice and consent should be explored with children and young people.

Spot the signs and know what to do – use the checklists above, along with your setting’s safeguarding procedures, and have the confidence to raise child-on-child abuse as a possibility.

Take action – and keep taking action until you know children and young people are safe.