Why we need to address allegations of abuse & how to manage them

By Jane Foster (Sarre), Independent Safeguarding Advisor
Specialist in managing allegations & the impact of organizational culture on safeguarding

This year, the International Taskforce on Child Protection (ITFCP) looks back on ten years of outstanding work in international child safeguarding. During this time, as Ray Davis observed in his blog, there’s been exponential progress in the development of knowledge and understanding about how we can best protect and safeguard children in our care.

However, international schools still face significant child protection risks. Mitigating these risks and keeping children safe can be difficult if a school feels isolated from local systems and support.

Female teenage student writing HELP in chalk

To help schools globally, accreditation and inspection agencies worldwide have set standards for child protection which draw on the ITFCP child protection expectations (updated 2021). The publication and recent review of the International Protocol for Managing Allegations (2024) is an example of how an international multi-agency group collaborated to develop clear guidance for international school communities.

Updated protocol just released!

The International Taskforce on Child Protection (ITFCP) just released the 2024 updated protocol outlining expectations for child protection. Access it directly or via the International Centre for Missing & Exploited Children (ICMEC)'s educator portal.

Why was an international protocol for managing allegations needed?

The trigger for the development of the protocol was the discovery that hundreds of children attending international schools in multiple countries had been abused by a long-time international teacher over his 40-year career in education.

The teacher concerned was well-known across international school communities globally. And it became evident that indicators of his behaviour had gone undetected in each school.

For the international school community, it was devastating and galvanising.

While a number of countries have clear statutory guidelines for the management of allegations against adults who work with children, we realised there was little or no such process for international schools to follow.

What was the response?

First, the ITFCP was created. Next, this group of international and multi-agency experts created a practical guide for schools to manage allegations and concerns about adults working with children.

Beginning with the UK allegations management system as a model, the aim was to establish an allegations management process which could be used as a framework by international schools operating in very different locations, jurisdictions, and cultures.

How does the protocol support international schools?

The protocol sets out a structured process to guide school leaders through the complex process of managing an allegation against an adult currently or previously working with children in their school.

It deals primarily with procedures for reporting and managing concerns regarding adult behaviour and recommends steps to take before an allegation arises, when an allegation arises, and after an allegation has been addressed. It also specifies critical points when your school should consult with external experts.

For international schools that have access to statutory agencies and/or legal advice, the protocol supports senior leaders in sequencing their actions and understanding the importance of communication with their school community.

For international schools in jurisdictions where access to statutory services is limited, unreliable, or does not exist, and/or where they are not able to source or access independent advice, the protocol can be used to support a structured process for managing allegations ‘in-house’ and clarifies when external advice should be sought if possible.

Key priorities for managing allegations

1. The welfare of the child/children is paramount

The duty to keep children safe and protected from harm and view allegations through a safeguarding lens is the priority that overrides all considerations regarding any adults involved.

2. Have a common understanding of the definition of the term ‘allegation’

Any concern that an adult working in a school has:

a)     behaved in a way that has harmed* a child, or may have harmed a child
b)    possibly committed a criminal offence against or related to a child
c)     behaved towards a child or children in a way that indicates they may pose a risk of harm to children
d)    behaved or may have behaved in a way that indicates they may not be suitable to work with children.

*Harm includes physical, emotional, sexual abuse, neglect, and refers to actions carried out both in person and online and may occur inside or outside the school setting.

3. Believe that it could happen in your school

Although most schools experience shock when child abuse by an adult staff member (or volunteer) comes to light, with hindsight after the event it is often the case that there were some warning signs, which were dismissed or minimised at the time.

Always believe that it ‘could happen here’. Abuse is not something that only happens somewhere else. A useful consideration for reporting is ‘if you think it, say it’.

4. Be prepared and build capacity before any concerns arise

i. It’s a common myth that local child protection laws do not apply to international schools. International schools are subject to the laws of the country where they are based. This includes any legal obligation to refer allegations of abuse to external agencies. (Read: Ten legal questions to help leaders address safeguarding in their schools)

ii. Do not operate alone. Before any allegation occurs, build relationships with all relevant external agencies and any other organisations or experts who may be able to assist the school in managing an allegation of abuse, by identifying the appropriate individuals or teams within each agency that can help.

iii. Ensure that you have policies and procedures in place to manage concerns. These will include your code of conduct and disciplinary procedures, safeguarding children policy, whistleblowing and complaints policy. Ensure your policies are aligned with each other.

5. Understand that allegations and concerns about adults can come from several sources

Do not dismiss allegations, concerns, and complaints that come through informal or anonymous sources—they could have substance and should be handled in the same way as those which have come through a formal route.

6. Understand the importance of local and cultural context—but do not let that stand in the way of protecting children

International schools will often face some safeguarding challenges relating to the culture of the area in which they operate. Cultural issues regarding ‘the way we do things here’ should be respected where possible but should not stand in the way of safeguarding children.

Most countries have ratified The United Nations Convention on the Rights of the Child which sets out clear standards and expectations namely,

‘Every child has rights “without discrimination of any kind, irrespective of the child’s or his or her parent’s or legal guardian’s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status” (Article 2)’.

7. Understand the duty to the law and mandatory reporting obligations in your jurisdiction

Ensure that local and international legal obligations are complied with, allegations are reported promptly to relevant external agencies, and that the school’s immediate actions protect the integrity of any future criminal investigation as far as possible.

8. Understand the duty to the alleged perpetrator

Ensuring that their rights are upheld (including their employment and privacy rights) and that the principles of natural justice are followed. These principles require schools to provide alleged perpetrators with notice of the allegation and an opportunity to respond.

What have we learned in the last ten years?

In 2014, international educators and leaders were caught unaware of the potential weaknesses in child protection systems and how those weaknesses could be exploited by individuals intent on harming children.

Since then, the ITFCP and its member organisations have worked unceasingly to raise awareness, engage with experts to provide high-quality and in-depth safeguarding training and advice, and encourage schools to audit their own systems.

The result is that safeguarding has been strengthened in ways that could not have been anticipated 10 years ago.

When the protocol was first launched in 2018, we were less aware of the variety of different challenges facing international schools in the field of child protection and safeguarding. Systems and laws vary; what is an offence in one country is not in another, criminal thresholds vary between jurisdictions and cultural norms differ.

However, we continue to recognise a common factor—that international schools are especially vulnerable to those wanting to exploit loopholes in the system of international recruitment, employment law and policing and that this is facilitated by a fluid but networked community of leaders, staff and students.

The 2024 review of the protocol has seen the guidance broadened to include safer recruitment and safe working practices. Implementing codes of conduct, and managing allegations and low-level concerns sensitively, professionally, and proportionately are key to keeping our children safe. They remain fundamentally important even as we become aware of new and other significant safeguarding challenges facing children, adults, families and professionals.

Safe working practices should be the golden thread running through all our interactions in our school and protect both adults and children. So much so that the Taskforce recently released a Safer Recruitment Checklist (2024) to guide schools in their practice.

For international schools, there can never be a ‘one size fits all’ solution to managing allegations, but the protocol aims to guide schools through the process in a way which practicable and expedient.

As I note the passage of those 10 years, I reflect on the devasting impact on those young boys across the world (now young men in their 20s, 30s and even 40s), who were abused by one teacher. I am also mindful of the impact on their families and friends, and on the professionals who, in all good faith, worked alongside the perpetrator only to find that they had been duped and blind-sided by him.

As someone whose involvement in safeguarding in international schools started with this case, I would urge you to read the protocol when it is relaunched and put your systems in place before you ever need to use them.

Learn more about the International Taskforce on Child Protection (ITFCP), child protection in the CIS community, review the schedule of CIS Child Protection Workshops, and explore resources.

Related content:

CIS workshops

View our schedule of Child Protection Workshops including foundations and deep dives, in-person and virtual

Resources

CIS member-only: Safeguarding leads and educators at CIS schools can access a range of member-only resources including the CIS Safeguarding Toolkit
Public: Find a wide range of links and resources to support you
Updated protocol just released! The International Taskforce on Child Protection (ITFCP) just released the 2024 updated protocol outlining expectations for child protection. Access it directly or via the International Centre for Missing & Exploited Children (ICMEC)'s educator portal.

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