By Sophie King-Hill, Ph.D., & Kieran McCartan, PhD.
Editor’s note: This is an extended version of a blog post by the authors for the conversation - Kieran
A new report by the Youth Endowment Fund (YEF) has demonstrated that 49% of children and young people aged between 13-17 have experienced violent or controlling behaviours when in a relationship. This is based on a survey of 10,000 young people in England and Wales, of which 27% have been in a relationship in the past year. The survey outlines that children and young people who are excluded from school, those who are involved in gangs and/or exploitation, those with special educational needs (SEN) and those supported by a social worker are at higher risk of experiencing inter-relationship violence and control. The violent and controlling behaviours include forced sexual activity, physical violence, causing fear of breaking up and/or disagreeing with a partner, and explicit content of themselves being shared online. Additionally, 27% of the sample stated that they had experienced threats or images of sexual assault and 33% had been exposed to content involving violence against women and girls.
The importance of Prevention
The findings of the study paint a concerning picture as to the position of young people in England and Wales and highlights the reality that enough is not being done in relation to prevention and early intervention. Evidence highlights that effective prevention of harm and abuse is important in all domains of life and that with the correct knowledge, skills and intervention proactive work can be carried out to reduce the risk and impact of social harms. Current policy and practice guidance argues that there needs to be better integration between health and justice so that a developmental, life-course approach can be taken to understanding social issues and deliver the correct intervention to the right population in the most appropriate ways. Therefore, consideration needs to be given different populations are engaged with, underpinned by evidence. In the context of young people and peer harm and abuse it means hearing and valuing the voice of young people so that relationship and sex education suits their needs, is grounded in their lived experiences, and helps them safeguard themselves and others. However, many current policies and resources on the prevention of sexual abuse are focused on adults (see 2PS, ECPAT and EU for more information) but this focus is starting to shift to include and talk to CYP about their problematic and concerning behaviour (see Moore centre and Lucy Faithful Foundation, Together for Childhood for more information).
The findings also highlight that violent and controlling behaviours are embedded in a complex intersection of issues requiring multi-level solutions. Although this is not a new idea, it is important to reiterate. Further, it encourages us to think about our responses to violent and controlling behaviours across all levels of society (i.e., individual interpersonal, community, societal) and across all the populations within society, and how best to deliver these messages and interventions. A key aspect of addressing these issues is through robust, evidence-based, relationships, sex and health education. The Youth Endowment study also demonstrated that these were lacking, with only 55% having lessons on consent and only 40% having education on healthy relationships and recognising unhealthy relationships. It is important to recognise that while the content of the relationship and sex education is important, equally important are the skills and knowledge of those delivering the education.
The importance of relationships and sex education
It is evident that we are failing many children and young people through the lack of robust, incremental, research-based education on sex and relationships. Research in this area demonstrates that many children and young people are receiving education on sex and relationships that is too little too late, and schools are teaching students what they already know. Only 39% of children and young people in the Youth Endowment study who reported experiencing violence and controlling behaviour stated that they had received sessions on consent, with only 31% of this subgroup receiving sessions on sexual harassment. This is in the context of the 2021 Ofsted rapid review (involving interviews with 900 pupils in England, who reported that sexual harassment is a common aspect of school life for a majority of pupils) and the Everyone’s Invited website, which has received over 50,000 testimonials of sexual harassment and violence in schools since it began in 2021. Additionally, over half of the 106,984 child sexual abuse cases recorded across the 42 police forces in England and Wales in 2022 where offences committed by young people aged between ten and 17; which was a rise from the previous year previous figures.
Recommendations
First, it is important for educators to involve
parents and carers in these conversations to ensure that
consistent messages are being received across the school and home contexts.
Schools and educational establishments need to create safe spaces for learning and open, frank conversations with children and young people about both healthy and toxic relationships. These can be both formal sessions and informal learning contexts but must be centred around non- judgemental approaches. This can be fostered through group agreements that encompass both the young people and the educators.
Bystander intervention is another approach
that has gained traction in public discourse in recent decades. However, this
must be considered carefully, as young people can risk putting themselves in
psychologically and physically damaging situations. Additionally, most
bystander intervention programs are designed for the physical environment and
with children and young people living their lives across online and offline
environments what does an online/digital version of bystander intervention look
like.
More work need to be completed with young men and boys as some of the highest reports of sexual abuse and violence comes from girls aged 15-17 and carried out by men and boys. This needs to be carried out with the best interest of all genders in mind and to be free from blame and judgement, rather including young men and boys in being part of the solution and teaching them aspects that they need to know. It is also useful to be aware that the term 'violence against women and girls' immediately takes boys out of the discussions around being victims of all forms of violence themselves.
The changing landscape of children and young peoples relationships
Understanding the seamless interplay in the online and offline worlds for young people should also be at the forefront of sessions on healthy relationships. This learning, by professionals can only come from the perspectives of children and young people themselves. One of the most important aspects of approaching sessions such as these are the voices of young people, who are experts in both the digital and non-digital world around them and how these two aspects interconnect and what they need from professionals to understand and negotiate these worlds. With the introduction of the Online Safety Act over the next year there is an opportunity to do some more development in this area and really understand what online support looks like and how problematic behaviours transition across the real world/digital world interface. With the development of services, like Shore by the Lucy Faithful Foundation, we can see that professionals and policymakers are starting to develop resources for the prevention of sexual abuse ion CYP.
Conclusions
What is clear is that what we are currently
doing is not working and many children and young people are suffering as a
consequence. Early, robust, young person-led relationships, as well as health
and sex education can be a vital step to reducing the adverse outcomes seen in
the YEF report. The challenge that the YEF report indicates that engagement and
work in this area needs to move forward. Byn taking a public health approach conversations
can be opened up in new and different ways that allow us to think outside of
the box and do something innovative. For too long the conversation about relationships
and sex education has been separate to other aspects of the lives of children
and young people. Young people need to be spearheading work in this area,
supported by professionals, to ensure positive outcomes in all areas of
relationships and sex.
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