Physical Abuse

“A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.”

Keeping Children Safe in Education

Anyone working with children and young people should be aware that abuse, neglect and other safeguarding issues are rarely standalone events that can be covered by one definition or label. In many cases, multiple issues will overlap.

Physical abuse can happen to any child. However, it may be more likely in families experiencing:

• poverty;
• poor housing;
• substance misuse;
• mental health issues;
• relationship problems;
• domestic abuse;
• isolation or a lack of support;
• the effects of childhood abuse or neglect.

Babies and children with disabilities are at higher risk of suffering physical abuse, especially those who are unable to tell someone what's happening or don't understand that what's happening to them is abusive.

Accidents can and do happen, however, we should be prepared to ask questions about marks and injuries that we see. Physical abuse can be a one-off incident or several incidents. 

Physical indicators

• unexplained injuries or burns, particularly if they reoccur;
• untreated injuries;
• bruising/tenderness/abrasions around the face, neck, torso, upper arms and legs;
• bruising/tenderness to soft areas such as cheeks or buttocks;
• bite marks;
• burns/scalds, noting pattern or spread;
• friction burns;
• tender/swollen marks on the skin, especially if they appear to outline an implement/broken skin;
• vomiting, drowsiness, seizures, breathing problems.

 Behavioural indicators

• improbable excuses given for the injuries;
• refusal to discuss the injuries;
• descriptions of punishment that seem excessive;
• shrinking from/flinching at physical contact or sudden movement;
• refusal or avoidance of changing for P.E., swimming, etc.;
• keeping the body covered, even in very hot weather;
• self-harm;
• aggression towards others;
• over-compliant or watchful behaviour;
• deterioration in achievement or absence from education;
• fearful of going home or of parents being contacted.

• Observe and ask about injuries – when an accidental injury has occurred people expect to be asked how they were hurt. When non-accidental injuries have occurred, the response to non-leading questions signal when to be worried, for example, when no answer is given, the account does not seem to tally with the injury, or when accounts differ or change. 
• Record any injuries - use a body map marking and describing the location, size and appearance.
• Seek medical advice if uncertain – check with a doctor or other appropriately trained medical professional.
• Make immediate referrals when necessary - for example, if a child has been seriously harmed, if it appears a child has been hit with an implement or if the child is fearful.
• Challenge cultural assumptions – just because something is allegedly culturally acceptable does not make it legal, non-abusive or mean that it should be ignored.
• Know the signs and what to do – use the checklists above, your safeguarding procedures and be confident in raising physical abuse as a possibility.
• Always ask questions and challenge preconceptions.