This summary guide is for all practitioners who have concerns that a child may have been sexually abused or may be at risk of sexual abuse, where it is felt that there is currently insufficient evidence to make a referral to children’s social care or contact the police.
It is designed for all practitioners working with children and families and explains what you can do to protect and support the child in these circumstances.
Not making a referral at this time does not mean the child has not been abused or is not at risk
The context
If you have concerns that a child may have been sexually abused, the appropriate response in most cases is to make a referral to children’s social care and/or contact the police. This will always be the case if:
- a child has said they are being or have been sexually abused, or
- there is other evidence of sexual abuse.
There may be situations, usually following discussion with your safeguarding lead, where concerns do not lead to a referral because sufficient information is not yet available.
In these situations:
- you must continue to be alert to signs or indicators of sexual abuse
- you should be aware that you can and should talk directly to children and families about concerns.
Remember that safeguarding decisions must be based on all indicators, not only verbal statements from children.
Safeguarding decisions must be kept under review and revisited as new information becomes available.
How the child may be feeling
If a child is being or has been sexually abused but has not told you, there may be many barriers preventing them from telling. They may:
- feel frightened about the consequences
- feel ashamed or embarrassed
- be affected by cultural taboos or family loyalties
- find it particularly difficult to say anything if the harm involves another child, including a sibling
- worry they will not be believed.
Generally, though, when something is wrong a child will want someone to notice – even if they don’t know how to tell anyone.
“I couldn’t talk about the sexual abuse. It was too difficult. I wanted them all to notice and to ask me what was going on.”
“Nobody came and said, ‘Are you happy? Are you well?’”
“I hated everyone, nobody cared and I was abusing solvents and truanting … I was screaming out for help and attention.”
“I just kept shut up about it. It was funny; it’s in your head, it’s there all that time in your head.”
For the sources of the quotations above, please download our full guide to this stage of the Response Pathway.
Some children may not recognise that what is happening is wrong, and may resent interference, but this must not override the fact that it is sexual abuse or a risk of sexual abuse.
How can you best help the child?
You do not need specialist training to talk to a child who may have been sexually abused. What matters is that:
- the child can talk to someone they trust
- they are listened to and supported.
It’s important for you to:
- keep communication lines open
- let the child know you are there and available
- check in with the child regularly, rather than waiting for them to ask for help.
Focus on the child’s safety and wellbeing, including by asking them:
- whether anything or anyone is making them feel unsafe
- whether they have physical or emotional worries
- what they would like to happen now (without making promises).
And continue to:
- observe their behaviour and mood
- look for any possible signs or indicators of sexual abuse, in the child or the people around them
- keep detailed written records and share concerns appropriately.
Safeguarding decisions must not rely solely on verbal statements from children. You should not wait for the child to say something before taking action on concerns.
If concerns continue or increase, especially if the child starts to tell you or give hints, you should:
- talk to your safeguarding lead about whether to make a referral
- follow escalation procedures if you disagree with the safeguarding lead’s decision.
Separately, consider protective actions such aslimiting the child’s contact with anyone suspected of harming them.
Any further concerns about the child’s safety, or information indicating that they may be at risk, must be shared with relevant agencies.
You can support the child by:
- being proactive and checking in regularly
- keeping the child informed of actions you take to ensure their safety
- ensuring that appropriate emotional support is available, whatever their age.
Where it does not place the child at risk, involve their non‑abusing parent(s) by:
- helping them to understand the situation
- encouraging them to pay attention to possible signs of abuse
- considering what support they may need to support their child in turn, and how they can access this.
Supporting the child’s continued attendance at school and engagement in learning is very important.
Make sure that you:
- allow yourself time to reflect on the situation
- discuss concerns with your line manager or in supervision
- seek support if you find the ongoing impact of the work is difficult to manage.