Everyone is invited but does everyone understand? An interpretative phenomenological analysis study exploring the experiences of adults working with children and young people who have displayed peer-on-peer harmful sexual behaviours in education settings

Research has suggested almost one-third to one-half of all sexual offences against children and young people (CYP) may have been committed by CYP (Children’s Commissioner, 2015; Vizard, Hickey, French & McCrory, 2007;). A Girlguiding survey (2021) found by the time they are 18 83% of girls will have experienced some form of peer-on-peer harmful sexualised behaviours (HSB) with school premises being cited as the setting for alleged sexual offences that range from everyday sexism to more serious offences such as rape (House of Commons, 2016; Lloyd, 2019). Ofsted’s (2021) rapid review of sexual abuse in schools and colleges found peer-on-peer sexual abuse in schools in England is widespread, likely to be happening in every setting and often unrecognised by adults within those education systems. The aim of this research is to explore the thoughts, feelings and experiences of staff who work in a secondary school setting regarding their experiences of supporting CYP who display HSB. Six members of staff who are currently employed in a mainstream school environment and have first-hand knowledge of interacting with CYP who have displayed HSB participated in semi-structured interviews. Using Interpretative Phenomenological Analysis (IPA) the transcripts were analysed and six Group Experiential Themes emerged from the interpretative analysis; responding to HSB is complex; cultural influences, societal changes, complex situations; training and awareness; relational approaches; external support; staff well-being. Discussion with participants illustrated a complicated picture with intersections between Group Experiential Themes (GETs) demonstrating that responding to, identifying and challenging HSB can be complicated, confusing and emotionally difficult for school staff. This research found there is a role for the Educational Psychologist (EP) in addressing the issue of peer-on-peer HSB which could include promotion of staff wellbeing, training, contributing to policy, development of evidence-based interventions, research, direct work, advocating for CYP and via community psychology.