The Centre of Expertise on Child Sexual Abuse (CSA) defines the term ‘disclosure’ as ‘one person conveying their experience to another.’ Usually, when we hear the word ‘disclosure’, we think of someone verbally reporting what they have experienced or are experiencing. However, from speaking to survivors, research indicates that only a very small number of children disclose abuse to adults, or to anyone. Research in Australia found that it took on average 23.9 years to disclose abuse, with men taking longer to disclose than women (25.7 years for men and 20.6 years for women). Some victims will never disclose the sexual abuse they have experienced, so we must acknowledge and be aware that disclosures can come in many different forms.
If we look at two axes forming four quadrants – verbal to non-verbal and direct to indirect – we can then start to look at how children communicate with us.
Verbal – Direct Quadrant
This is when a child verbally tells you what they have experienced or are experiencing.
Verbal – Indirect Quadrant
This is when a child is trying to tell you, without actually telling you, what is happening. An example of this could be that they are being abused by a sports coach and say they no longer want to go to the coaching session. They may not want to go to a friend’s or relative’s house. They could also be talking about secrets or games or using adult language considered inappropriate for their stage of development.
Non-verbal – Direct
This could include a child expressing their thoughts/emotions/experience in a letter, written statement or artwork, etc.
Non-verbal – Indirect
Examples of this could be changes in behaviour, clothing or friendship groups. To spot changes in behaviour, you would need to be familiar with the ‘normal’ behaviour of the child. One of the most important tasks we can undertake is to familiarise ourselves with a child’s normal behaviour when we first meet them and work with them. This will then allow us to notice the slight changes in their behaviour; perhaps they are quieter than usual or using terms they wouldn’t normally use.
Disabled children are more likely to exhibit signs of behaviour, particularly if they have difficulty communicating with adults. Children generally try to tell us when something is wrong and want us to ask if they are ok.
When you experience a disclosure
During my audits, I ask children to whom they would go if they had a concern for themselves or a friend. The common answer in secondary-aged pupils is family or friends over professionals. In primary schools, it tends to be family first.
When children verbally disclose abuse, they may provide you with:
- all the details
- only a snippet of information
- they might be vague
- or very detailed
Remember, however, that we are not to judge whether abuse has happened or to interview the child. We are there to support the child and pass on the information to the Designated Safeguarding Lead (DSL)/Designated Safeguarding Person (DSP).* You have a legal duty to pass on any concerns, no matter how small they may seem.
It is important to keep the child informed about what you will do with the information and when you have passed it on to the DSL/DSP. You must also get support for yourself after experiencing a disclosure.
Children only disclose to people they trust, so feel honoured that they have disclosed to you. We’ll look at barriers to disclosure and how to reduce these in another blog post.
* In England, schools have a Designated Safeguarding Lead; in Wales, the term is Designated Safeguarding Person.
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