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Domestic violence and children good practice guidelines
This leaflet contains information for schools on addressing domestic violence. It covers the relationship between schoolchildren, bullying and domestic violence; how to address suspected cases of domestic violence; and how to address domestic violence as an issue within the classroom.
Title: Domestic violence and children good practice
guidelines
Author: Davina James-Hanman
Number of pages: 20
Date published: April 2005
Availability: Download full document
PDF 176Kb
Introduction
When developing bullying initiatives, it is important to also consider the issue of domestic violence as the two issues are closely linked. For example:
Both issues are about the exploitation of power differentials
Both issues can have a profoundly negative impact on children’s emotional and physical well-being, which in turn, can negatively affect their educational attainment.
Bullying in childhood or adolescence may be early practise for later behaviour. Experiencing negative consequences for bullying behaviour can act as a powerful deterrent to its continued use.
Experience in London schools has shown that addressing the issue of domestic violence within schools has a significant impact on reducing bullying.
A child or young person experiencing domestic violence may be bullied at school and be less likely to tell anyone if ‘permission’ is not given to speak about such behaviour. For many pupils, the experience of domestic violence increases their risk of being bullied as they may: abruptly change their location, leaving behind all their friends and other support networks; be unable to fully participate in school life due to restrictions imposed by the abuse; appear secretive about their home life; not be allowed to socialise with other children and young people. These factors create a heightened risk for becoming the target of bullies.
Conversely, a child or young person experiencing domestic violence may become the bully at school as this may be the only environment in which they have ‘control’.
Preventing domestic violence can take several different forms. For example, it can include:
Primary prevention (e.g. intervening early to stop further abuse).
Secondary prevention (e.g. helping victims to overcome the negative effects of abuse).
Tertiary prevention (e.g. educating all children and young people about the issue so that they have the necessary knowledge to identify such behaviour later in life and equipping them with the skills to have relationships based on respect and a mutual commitment to non-violence).
Schools will primarily be involved in tertiary prevention although teachers will also often be in a position to identify children and young people in need of primary or secondary interventions. In such cases, schools will need to be aware of other domestic violence services in their area who are able to provide specialist support.
It is important to understand that schools are not expected to address domestic violence in isolation. Domestic violence work is most effective when undertaken within a multi-agency context. This allows each agency to focus on its primary role yet have the support of other service providers should a need arise that falls outside of their remit.
Most local authority areas now have a Domestic Violence Forum (usually part of the local Crime and Disorder Reduction Partnership) which co-ordinates local activity. They will be a useful source of information and materials.
Getting a copy
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guidelines
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Last update: 30 September 2005