Some topics are uncomfortable to discuss, but it is essential that we do. Child sexual exploitation (CSE) is one of those topics; choosing not to discuss can result in a worrying lack of knowledge about the dangers around the issue, and how best we can tackle them.
CSE is certainly more present in the national consciousness than it has ever been before, with high-profile investigations such as Operation Yewtree and the systematic abuse in Rotherham’s children’s homes. But do we know enough about the risks for vulnerable young people with SEN or disabilities (SEND), and how to mitigate them?
The 2013 government document Working Together to Safeguard Children, stated that children and young people with learning disabilities are particularly vulnerable. As a group, they are three to four times more likely to experience violence, and 15 per cent of children with learning disabilities experience sexual violence.
In order to provide the insight needed, a research study commissioned by Comic Relief was undertaken. The study, involving organisations including Barnardo’s, the British Institute of Learning Disabilities and the Children’s Society, scoped and detailed current provision, including the scale of interventions for this group.
It also explored the views of practitioners, managers and local and national policy-makers, looking into both enablers of and barriers to good practice.
Crucial to the report was that the needs of this group are understood, and that their views on current practice are gathered. By doing so, the report could then identify gaps in policy, provision, evidence and research and generate evidence-based recommendations for future developments.
The report
The resulting report – Unprotected, Overprotected: Meeting the needs of young people with learning disabilities who experience, or are at risk of, sexual exploitation – was launched in September 2015. As well as containing findings, it makes recommendations for policy and practice.
The researchers used a definition of learning disabilities which meets one of three criteria: a significantly reduced ability to understand new or complex information or to learn new skills (impaired intelligence), a reduced ability to cope independently (impaired social functioning), and that both of these started before adulthood, with a lasting effect on development.
Regard was also given to the social model of disability, which meant that those individuals who didn’t have a formal identification of disability but whom professionals considered had significant need, could be included.
The key findings
- Only a quarter of local safeguarding children boards in England have implemented guidance addressing the issue.
- Only 38 per cent of authorities collect and record information specifically about CSE among young people with learning disabilities.
- Many specialist CSE professionals reported a recent increase in referrals relating to young people with learning disabilities, and many also described how these young people are often not referred for support to address CSE.
- There is also an under-representation in the number of referrals from Black and minority ethnic communities.
Some of the key findings shed light on the reasons why young people with disabilities have increased vulnerability to CSE. The reasons identified were many. One related to how we, as a society, perceive and treat young people with disabilities. The study found that there can be a tendency to overprotect these young people and to think of them as not having a sexuality. The danger of this is that good education on sex and relationships is often lacking.
Another factor that can lead to increased vulnerability is that young people with learning disabilities can often be socially isolated. The result of this is that friends can be sought online. Social media and other forms of online communication make it easier for potential predators to assume false identities, for example posing as young people themselves to gain the confidence of their targets. The full report provides pen portraits which illustrate the dangers of online communication for this particular group.
Another contributing factor to their vulnerability is that these young people generally feel disempowered. Their views are often not listened to. The reason for this is their lack of involvement in decision-making, and them not being put at the heart of the decision-making progress.
All of the findings are compounded by the fact that there appears to be a general lack of knowledge and expertise among professionals who work in the field of CSE, including social workers and police, about how to support young people with learning disabilities.
While most report that their ability to recognise needs is “good”, there is less confidence in knowing where to refer young people for assessment and diagnosis of needs or how to meet them. This is a particular issue if the perceived needs have not yet been formally identified or diagnosed. Although not a criticism of the professionals, the findings do highlight the need for better training and a raising of awareness of needs and issues.
Currently, professionals report that much training is undertaken “on the job” and there is a lack of resources. This is further compounded by often ineffective multi-agency working.
Recommendations
- Governments must ensure that there is development, revision and implementation of legislation, policy and guidance in this area.
- Multi-agency arrangements must lead to an effective response to these young people.
- All professionals should be better equipped to spot signs and risks of CSE.
- Governments and local agencies, including education providers, should take an active role in raising awareness of CSE among young people with learning difficulties and their parents, and equip and empower them with skills and knowledge to seek help.
- Age-appropriate sex education should be provided.
- CSE should be included in all inspection frameworks.
- Any CSE campaigns and awareness-raising activities at national and local level should include a focus on young people.
The report acknowledges that the findings and recommendations of the study, while having children and young people with learning disabilities as their focus, are applicable to all.
What next?
At a policy level, it was announced at the launch that the 2009 guidance, Safeguarding Children and Young People from Sexual Exploitation, is currently being updated and will be informed by this report and that funding for advocates for those who have been victims or are at risk of CSE will be made available.
In light of the study, the first step we can take is to ensure that this issue is no longer overlooked. As participation and engagement are at the heart of the SEND Code of Practice, person-centred approaches are being more widely used, and so can be used in this context to give young people a voice.
In addition to the report, there is also the associated Practice Guide, providing information for those who work with young people and their parents. When it comes to CSE, everyone has a part to play and we must all play our part.
- Michael Surr is education development officer at special needs association nasen.
Further information
- Unprotected, Overprotected (September 2015): http://bit.ly/1n3AdH5 (includes a link to the Practice Guide).
- Nasen’s Leadership Conference takes place on February 5 in London. Visit www.nasen.org.uk