This guidance is for anyone working with children and families 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 explains what you can do to protect and support the child in these circumstances.
The context
If you have concerns that a child may have been sexually abused, the appropriate response in most cases is to refer 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.
- there is other evidence of sexual abuse.
There may be situations, usually following discussion with a safeguarding lead, where concerns do not lead to a referral because sufficient information is not yet available.
In these situations:
- professionals must continue to be alert to signs or indicators of sexual abuse.
- professionals should be aware they can and should talk directly to children and families about concerns.
- safeguarding decisions must be based on all indicators, not only verbal statements from children.
Not making a referral at this stage does not mean the child has not been abused or is not at risk.
Any 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 to telling. Children may:
- feel frightened about the consequences.
- feel ashamed or embarrassed.
- be affected by cultural taboos or family loyalties.
- find it particularly difficult 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.
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.
Children may want adults to notice without knowing how to tell.
“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.”
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: a) the child can talk to someone they trust and b) they are listened to and supported.
However, safeguarding decisions must not rely solely on verbal statements from children.
Professionals should:
- keep communication lines open.
- let the child know they are there and available.
- check in regularly, rather than waiting for the child to ask for help.
Professionals should focus on the child’s safety and wellbeing, including:
- 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).
Professionals should continue to:
- observe behaviour and mood.
- look for signs or indicators of sexual abuse.
- keep detailed written records and share concerns appropriately.
If concerns continue or increase, especially if the child starts to tell you or give hints:
- discuss making a referral with your safeguarding lead.
- follow escalation procedures if you disagree with decisions.
Separately, professionals and organisations can consider protective actions, such as:
- limiting contact with a person thought to be causing harm.
- taking steps within settings such as schools to reduce risk.
Any further concerns about safety must be shared with relevant agencies.
Professionals can support the child by:
- being proactive and checking in regularly.
- keeping the child informed of actions taken.
- ensuring appropriate emotional support is available.
Where it does not place the child at risk, professionals should involve non‑abusing parent(s) to:
- help them understand the situation.
- encourage attentiveness to possible signs of abuse.
- consider what support they may need.
Supporting the child’s continued attendance at school and engagement in learning remains very important.
Professionals should:
- allow time to reflect on the situation.
- discuss concerns in supervision or with line managers.
- seek support if the ongoing impact of the work is difficult to manage.
If concerns escalate, professionals should be ready to make a referral to children’s social care and/or contact the police.
For full detail, supporting guidance and tools, download the complete practice guide.