Teachers are interacting with students everyday at school, which places them in a unique position to observe behavioural patterns that may indicate Harmful Sexual Behaviour (HSB).

Indicators of HSB should never be viewed in isolation, but rather interpreted alongside developmental expectations, cultural contexts, and individual circumstances. This helps teachers distinguish whether the behaviour is developmentally typical or may be more concerning or harmful.

Behavioural Indicators:

• Consist and intrusive sexualised behaviour which is beyond the age expected curiosity they should be at
• Sexual behaviour which involves an imbalance of power which can be related to age, size, ability, or authority
• Use of coercion, secrecy, treats, manipulation to involve others in sexual behaviour
• Explicit online activity, drawings, and sexual language which is inappropriate for the child’s developmental stage

Social Indicators:

• Rejection, peer conflict, and social withdrawal connected to inappropriate behaviour
• Unwanted touching or disrespecting personal space for peers.
• Having issues keeping safe and appropriate peer relationships
• Isolation and secrecy from peers and adults

Emotional Indicators:

• Dysregulation (angry, outbursts, withdrawal)
• Guilt, anxiety and fear
• Low self-esteem and confusion about expectations

Academic Indicators:

• Issues respecting rules and boundaries in school
• Decreased engagement, performance and concentration
• Avoiding peers and learning environments
• Not attending school after incidents or interventions

(Hackett, 2011) (Terre des Hommes Neverlands, 2025)

These indicators need a trauma informed response to prioritise safety, respectful communication and appropriate direction to what support the students need. If these indicators are met with punishment immediately can increase disengagement, shame, and secrecy. Whereas, supportive and informed approaches can encourage accountability and safer outcomes for all involved (Government of Western Australia, 2022, p36).