Harmful Sexual Behaviour

“The term ‘harmful sexual behaviour’ describes a continuum of behaviours displayed by children and young people under 18, ranging from those considered ‘inappropriate’ at a particular age or developmental stage to ‘problematic’, ‘abusive’ and ‘violent’ behaviours”. Centre of Expertise on Child Sexual Abuse – Key Messages (Feb ’23)

There is little data on the incidence of the full range of harmful sexual behaviours, however, current data suggests that children, ie. under-18s, are responsible for a significant proportion of child sexual abuse, and following on from the rapid review of sexual abuse, including peer-on-peer sexual harassment, sexual violence and online abuse in schools and colleges in England, carried out by
Ofsted, at the request the government found that sexual harassment and online sexual abuse were the two issues most commonly experienced and talked about by children and young people. The vast
majority of girls indicated that harmful sexual behaviours happened ‘sometimes’ or ‘a lot’ between people their age.

Among the most commonly reported behaviours were:

sexist name-calling and comments
being sent or coerced into sharing sexual images.
Boys were also much less likely to think that harmful sexual behaviour affected them or their peers.

In younger children, behaviour is more likely to be at the ‘inappropriate’ or ‘problematic’ end of the continuum. Most young children displaying harmful sexual behaviour may have themselves been sexually abused or experienced other kinds of trauma or neglect.

The vast majority of harmful sexual behaviour involves children and young people who are well known to each other. It has been estimated that between a quarter and a half of harmful sexual behaviour involves siblings or close relatives such as cousins, nephews and nieces.

Boys are most represented amongst older young people who display harmful sexual behaviours and many of these children may also have a history of adverse childhood experiences and family difficulties.

It is important to remember that most sexually abused children and young people do not go on to abuse others, and the majority of children and young people displaying harmful sexual behaviour do not commit sexual offences as adults.

Professionals who work with children and young people should have the knowledge and skills to respond effectively to harmful sexual behaviour, and to support the creation of an environment safe from abuse.

What is harmful sexual behaviour?

Harmful sexual behaviour has been defined as sexual behaviour by under-18s that is “developmentally inappropriate, may be harmful towards self or others and/or be abusive towards another child, young person or adult”. Those either exhibiting or being harmed by such behaviours may be male or female. Behaviour that is ‘developmentally appropriate’ in young children may be concerning in adolescence, while other behaviours, normal in adolescence, would be worrying in younger children.

What is known about children and young people who display harmful sexual behaviour?

Pre-adolescent children

While the behaviour of some pre-adolescent children may be ‘problematic’, it is rare that these behaviours are intentionally abusive. Their behaviour may be a way of communicating what has happened to them or an indirect response to other factors in their lives, including other forms of abuse and neglect.

Concern:

Touching the genitals of other children or adults
Touching own Genitals
Understanding ‘private’ body parts & Safe Touch

(many of these resources can also be used to teach children about child sexual abuse & understanding personal boundaries)

NSPCC Talk PANTS help children understand that their body belongs to them, and they should tell a safe adult they trust if anything makes them feel upset or worried:

The Early Years PANTS resources for 3–4 and 4-5 year-olds

Good touch, Bad touch Kindergarten Lesson 2

My First Safety Book – activity book designed for children aged 4-7 to foster safety awareness and skills. Includes Naming body parts

My Body is My Body – Child Abuse Prevention Programme - Musical animated program approach to discussing child abuse. The program includes six sing-along songs, each with a different theme, such as recognising when something does not feel right and saying no to secrets. The program also comes with song tutorial booklets and a children’s workbook to help reinforce the messages.

My Body Belongs to Me – A Child Personal Safety Education Tool Kit For 3-5 years to 10-11 years olds

I Can Say ‘No’: Don’t Touch My Body Nursery Rhymes by BabyBus – (Youtube Link)

Body Boundaries Make Me Stronger - Bedtime Stories Video by Elizabeth Cole explores Body Safety, Private Parts & Consent – (Youtube Link)

Boss of My Body – activity book which reinforces key messages such as ‘My body is mine’ and ‘My body belongs to me’ and addresses topics like safe and unsafe touches, private parts, and the importance of recognising and reporting sexual abuse.

Me, Myself & My Body Activity Pack Learn about Personal Safety & body autonomy.

Daniel Morcombe Foundation Keeping Kids Safe Resources’:

2022 Early Years For children aged 4 to 7, focus on boundaries and body parts, using age-appropriate, evidence based personal safety education strategies.
2023 – Early Years and Lower Primary For children aged 4 to 7. focus on the concepts of ‘my body, my choice’, and strategies children can then use when they need to seek, give or deny consent (permission).

Available at: https://danielmorcombe.com.au

Concern:

Taking clothes off
Pulling up/down skirt / trousers
Exposing genitals to others

Resources re: Understanding ‘private’ body parts should also be completed.

Keeping Clothes On story is a tool to help children understand the concept of keeping clothes on:

https://drive.google.com/file/d/15TxaCfUJEPlsR2YPNhZ16ZWOq2qGjnWI/view

https://drive.google.com/file/d/1O8uaSj2N3b2Ja6Cva_BtVcRsHtWDiTPu/view

Concern:

Invading other’s personal space
Following others to the toilets / changing rooms to look at or touch

Resources re: Understanding ‘private’ body parts should also be completed.

Personal Space Invader. Read Aloud kids’ book by Harrison P. Spader Video –www.youtube.com/watch?v=R92BaGCTmvw

Respecting Personal Space (Social Story) by Mr. Belgrave Video for 2- to 5-year-olds –

Free Download: https://freekidsbooks.org/respecting-personal-space/

Audio / Read Along: https://youtu.be/nYKOLH7fpJM?si=CYS-hIo-ZaXdlOs7

Personal Space & Privacy Level Learning Resource for early years by RSHP –

www.rshp.scot/wp-content/uploads/2019/08/Personal-Space-and-Privacy-Early-Level.pdf

Concern:

Using adult sexualised & inappropriate language

Words Are Not For Hurting Story Book –

Free Download: www.socialworkerstoolbox.com/words-are-not-for-hurting-book/

Audio / Read Along: https://youtu.be/Xkyqd3RaB1k?si=4-8VyDpdQlx6KoD_

Concern:

Talking to people online

Guidance should also be given to parents about online parental restrictions & supervision.

CEOP Think U Know is a website with information and advice about sexual behaviour. Resources for 4-7 yrs are available here: www.thinkuknow.co.uk/4_7

Little Bird’s Internet Security Adventure Storybook – for pre-schoolers about online safety – https://aa-download.avg.com/filedir/fas/family-safety_little-bird.pdf

Child Net’s Digiduck Stories – A collection of five stories created to help parents and teachers educate children aged 3–7 about online safety, with accompanying teaching activities. www.childnet.com/resources/digiduck-stories/

Smartie the Penguin – A collection of six stories exploring life online and understand how and when to ask for help for 3–7-year-olds. www.childnet.com/resources/smartie-the-penguin/

These websites have lots of guides and resource on various online safety issues –

Safer internet – www.saferinternet.org

Internet matters have – www.internetmatters.org

Child net – www.childnet.com

Concern:

Viewing adult or pornographic material online or through other mediums

Resources re: Understanding online risks / safety should also be completed & guidance given to parents about online parental restrictions & supervision.

Smartie the Penguin – A collection of six stories exploring life online and understand how and when to ask for help for 3-7 year olds. www.childnet.com/resources/smartie-the-penguin/

Parenting support:

Action for children – guidance for parents/carers re: talking to your child about pornography https://parents.actionforchildren.org.uk/home-family-life/technology/how-to-talk-to-your-child-about-pornography/

Safer internet – www.saferinternet.org

Internet matters have – www.internetmatters.org

Child net – www.childnet.com

Redirect parents / children to safe apps / websites such as:

BBC’s CBeebies Little Learners App – Free games and video activities – www.bbc.co.uk/cbeebies/watch/cbeebies-learn-app

Teach Your Monster Free games to teach children reading, number skills and adventurous eating – www.teachyourmonster.org/

Cosmic Kids Yoga Free videos for children, turning screen time into physical activity – www.cosmickids.com/watch/

Concern:

Promoting positive behaviour
Friendship & kindness
Exploring feelings

My Feelings Activity Book – designed to help children ages 3-6 identify and express their emotions. –

Free Download: www.socialworkerstoolbox.com/my-feelings-activity-book-for-children-3-6-years-old/

The Bear Cards booklet – designed to help children explore and communicate their feelings effectively – www.justonenorfolk.nhs.uk/media/glid34n1/the-feelings-bear-cards-and-instructions-for-use.pdf

My Feelings Workbook – designed to help children recognise and explore their emotions – https://hope4hurtingkids.com/resources/My-Feelings-Workbook.pdf

NSPCC’s Look, Sing, Play is a set of resources which encourage interaction between parents and their babies / toddlers. www.nspcc.org.uk/advice-for-families/look-say-sing-play/

session plans available from:

https://learning.nspcc.org.uk/research-resources/leaflets/look-say-sing-play-early-years-resources-parents

Adolescents

The early teen years are the most common time for the onset of harmful sexual behaviour.

Adolescents displaying abusive or violent sexual behaviour are, likely to have low self-esteem, poor social skills and difficulties with anger, depression and peer relationships and are often reluctant to engage with services.

When harmful sexual behaviour involves siblings, it may co-occur with domestic abuse and neglect. Compared with other intra-familial abuse, it may occur more often and over longer periods, and be more likely to involve intrusive and penetrative acts.

Outside of the family unit, sexual harassment and abusive behaviours between adolescents are so common in schools and colleges that some young people may regard them as ‘normal’. More highly abusive and violent sexual behaviour may occur in the context of delinquent groups or gangs, where sexual violence can be coerced as well as normalised.

Higher levels of antisocial behaviour tend to be shown by adolescents who behave in sexually harmful ways towards their peers, compared with those whose harmful sexual behaviour targets younger children.

It is important to remember that most victims of sexual abuse do not go on to abuse others, and that most children and young people who display harmful sexual behaviour do not go on to sexually offend as adults. However, older adolescents who abuse younger children, and those whose sexual behaviours involve violence, are at greater risk of further sexual offending.

Children with learning disabilities or autism

Children and young people with learning disabilities are more vulnerable both to being sexually abused and to displaying inappropriate or problematic sexual behaviour. However, it is likely that the high level of adult supervision of children and young people with learning disabilities means that their sexual behaviour is more likely to be observed and problematised.

Some children and young people with learning disabilities may be more likely to display harmful sexual behaviour as they may having less understanding that some sexual behaviours are not acceptable, and fewer opportunities to establish acceptable sexual relationships. They may also receive less sex education; struggle with social skills; and relate more easily to children younger than themselves.

Girls and young women

Harmful sexual behaviour tends to be identified at a younger age in girls than in boys, and tends to involve younger victims. It is rare for girls’ abusive sexual behaviour to involve the use of physical force. Girls displaying harmful sexual behaviour are less likely than boys to be charged with an offence, in part because they and their victims tend to be younger – but, like boys who display harmful sexual behaviour, they often have difficulties in school and relatively high levels of learning difficulties.

Technology-assisted HSB

The relationship between viewing pornography and subsequent harmful behaviours is likely to depend on the type and content of material viewed, the motivation for viewing, and factors such as age at first viewing and the intensity of viewing.

Effective assessment

There is a great deal of support for the use of holistic assessment tools. These tools consider the specific risks of the child or young person’s behaviour (including online) and motivations, and their needs and strengths at individual, family and community levels. A number aim to assess the likelihood of harmful sexual behaviour persisting or escalating, but none has been validated as a predictive measure.

Assessments can take place for a variety of purposes: clinical, child protection or due to criminal justice consequences. It is important to remember that children and young people displaying harmful sexual behaviour are individuals, and the identification of the ‘victim’ or ‘perpetrator’ may not always be clear. A careful and measured approach, should ensure that equals the seriousness of the behaviours seen and the context in which they happen.

Prevention

Most prevention-focused activity takes the form of school-based programmes to raise awareness of; sexual exploitation, internet safety, consent and sexual harassment, and to promote healthy relationships. The rationale is generally that unhealthy attitudes and behaviours need to be addressed early, at an individual and at community and societal levels.

Interventions

Interventions, like assessments should be proportionate to the nature and extent of the behaviour, and to the child or young person’s age and developmental stage; joined-up, multi-agency working and discussion is needed, to avoid agencies under- or overreacting to harmful sexual behaviour.

There are various assessments that are used when we have concerns about HSB. Some of these include AIM and the Sexual Behaviours Traffic Light Tool by Brook.

Both of these tools require practitioners to be trained in the use of the assessments/screenings.

Cheshire West & Chester and their Pan-Cheshire Partners have adopted the ERASE TOOL which has been developed by St Helens Safeguarding Children Partnership and have kindly given their permission to its adaptation to reflect local pathways.

This tool should only be used once you have attended a Cheshire West SCP ERASE Briefing or CW&C SCP Harmful Sexual Behaviour Training or you are being supported by a Safeguarding Lead who has undertaken this training.

There are instructions on how to use the tool, but if you are in any doubt, please speak to your manager or safeguarding lead.

Please note, St Helens have no objections in the sharing/circulation of this tool – but in these circumstances; have no responsibility in relation to the use of this tool.

ERASE TOOL

ERASE CWAC version Updated September 2025

Training

The SCP offer training around Harmful Sexual Behaviour. You can book onto a session by clicking the link here