Research Project | Exploring Support within Educational Provisions for Children and Young People Experiencing Sexual Exploitation

By Charlotte Burrell, Trainee Educational Psychologist, at the University of Exeter, currently undertaking research into child sexual exploitation.

My interest in child sexual exploitation (CSE) started when I worked within a sexual exploitation service, and was able to see the challenges the young people faced, including a disrupted education.

Research has shown that CSE is associated with poorer outcomes in later life, including low educational attainment or dropping out of education, engaging in criminal behaviour, involvement in adult sex work, difficulties in forming future relationships, experiencing unemployment and homelessness, and an increased risk of experiencing violence or abuse (Beckett et al, 2017; Hallett et al, 2019; NSPCC, 2021).

Despite the guidance in 2000 (Department of Health et al., 2000), which aimed to start treating children and young people involved in CSE as victims of abuse and as children in need, instead of being criminalised, research has still found that there are judgemental attitudes from professionals (Capous-Desyllas, 2013; Warrington, 2013; Pearce, 2013), and children and young people are being stigmatised (Orchard et al., 2013; Taylor-Browne et al., 2002; Brown, 2006). There has been a culture of disbelief, with children and young people affected by CSE not being taken seriously, often being misunderstood and negatively viewed from services and the wider community (Cody, 2015). It can make it difficult for children and young people being exploited to escape exploitation and seek help if they are seen as “problematic” or “putting themselves at risk” (D’Arcy & Brodie, 2015; Josenhans et al., 2020).

Many researchers have argued that schools and education staff are well placed to address attitudes in the school environment, and promote healthy, equal, and respectful relationships (Bovarnick & Scott, 2016; Eaton & Holmes, 2017; EVAW, 2011; Womankind Worldwide, 2010). However, some teachers lack the specialist knowledge or confidence to deliver sexual violence prevention programmes (Fox et al, 2016; Barter et al, 2015). Although they may not have the experience and knowledge of discussing sensitive issues with their students, teachers have more in-depth knowledge of their students and their personal circumstances (Fox et al., 2014), and can have the closest and longest contact with a child (Lloyd, 2018). Due to the importance of relationships with teachers for a child’s development (Bergin & Bergin, 2009), and young people having too many professionals in their life (Hallet et al, 2019b), it may be that schools and education staff play a vital role in supporting pupils at risk of, and victim to CSE.

The views of school staff is often not a key area of research in CSE. The shortage of peer-reviewed research on CSE in relation to education provisions suggests it is necessary to explore education staff views and perceptions about CSE and their experiences of engaging and supporting children. Similarly, it is important to gather the views of survivors who have first-hand experience of what support would be helpful.

Overview of the Research

This research is being completed as part of the Educational, Child and Community Psychology doctorate at the University of Exeter and is being carried out to gain a better understanding of what procedures and support is in place within educational provisions for children at risk of, or experiencing sexual exploitation, and what can be improved. Using a contextual safeguarding framework approach, this study aims to fill the gap in the literature by exploring the issue of child sexual exploitation (CSE) within the context of education.

The study has 2 phases: the first phase aims to explore SENCo and Designated Safeguarding Lead’s (DSL) ability to respond to the needs of children who have experienced CSE (their knowledge, attitudes, practical support available and what further support they think would be helpful). The second phase is exploring what adult survivors of CSE’s experiences are of support within their educational provision within the UK (what worked well, what challenges there were, recommendations).

Please see the adverts below for more information about how to get involved.

Phase 1:

Phase 2:

If you interested in taking part or have any questions, then please contact Charlotte on [email protected]