Children at Risk from Physical Harm

Audience: For the lower primary years

Using the term harm instead of abuse helps to focus on the effects on the
child rather than the actions of the adult.

Responding to child harm

Children are the most vulnerable members of our community. They do not have
the power to stop abuse. They rely on others to help them. The responsibility for
making sure that children are safe and that their needs are met is shared
between the family, the general community, community agencies, professionals
working with children, police and government. Each has a significant role to play
to ensure the safety and wellbeing of children and young people and to help
prevent harm from occurring.

Physical harm definition

Physical harm consists of any non-accidental form of injury or serious physical

harm inflicted on a child by any person. Physical harm does not mean reasonable
discipline though it may result from excessive or inappropriate discipline.
Physical harm is defined as the use of physical force that may result in bodily
injury, physical pain, or impairment.
Physical abuse may include but is not limited to such acts of violence as striking
(with or without an object), hitting, beating, pushing, shoving, shaking, slapping,
kicking, pinching, and burning.
The failure of a parent or caregiver to adequately ensure the safety of a child
may expose the child to extremely dangerous or life threatening situations,
which result in physical injury and significant harm to the child.

How to Respond to Child harm

When a child or young person tells you that they have been harmed, they may
be feeling scared, guilty, ashamed, angry and powerless.
You, in turn, may feel a sense of outrage, disgust, sadness, anger and sometimes
disbelief.
However, it is important for you to remain calm and in control of your feelings in
order to reassure the child that something will be done to keep them safe.
As a teacher you can show your care and concern for the child by:
Listening carefully to what they are saying
Telling them you believe them
Telling them it is not their fault and that they are not responsible for the
abuse
Letting the child know that you will make a report to the appropriate
authorities so that they can help stop the abuse
Telling the child you are pleased they told you

Physical Harm Indicators

Possible behavioural indicators include:

Expresses little or no emotion when hurt
Offers unlikely explanations for injuries
Wears long-sleeved clothes on hot days (possibly to hide bruising or other
injuries)
Demonstrates a fear of parents or a fear of going home
Is fearful when other children cry or shout
Is excessively friendly to strangers
Is passive and compliant
Is nervous, hyperactive, aggressive, disruptive
Tells someone that physical harm has occurred
Childrens internal risk and protective factors

Children will show behaviour that suggests the presence of a childs internal risk
factors, which may be a part of their temperament or personality.
Some examples of these behaviours include:
Feeling anxious
Withdrawing from or avoiding new situations
Being irritable or aggressive
Not being able to follow rules or instructions
Displaying behaviour that is difficult to manage
Lacking an understanding of consequences
Having difficulty understanding or using language

Impacts in school
Impacts on academic performance:
Reduced cognitive capacity
Sleep disturbance (causing poor concentration)
Difficulties with memory (making learning harder)
Language delays (reducing capacity for listening, understanding and
expressing)
Impacts on social relationships:
Need for control (causing conflict with teachers and other students)
Attachment difficulties (making attachment to school problematic)
Poor peer relationships (making school an unpleasant experience)

Potential Needs and Issues

Emotional needs may include:
Building trusting relationships with teachers, students and the whole
community
Others being mindful of everyones needs
Providing a safe and flexible environment to foster their social and
emotional wellbeing (Feel supported and valued)
Psychological issues may include:
Psychologist
Support councillors
Physical needs include:
Medical care and attention being readily available to provide support
Past medical history report

Classroom strategies for teachers in early primary school

Area of the classroom for relaxation:
Quiet calm is also provided in reading areas, where soft furniture can encourage
rest and relaxation. A cosy reading space provides children who struggle to focus
a quiet place to learn.
Sensory Areas:
Soft sensory materials provide children with the opportunity to self soothe
through tactile stimulation.
Circle Time:
Questions to gauge students frame of mind which can be informally used when
completing the attendance roll:
Q. How are you feeling?
Q. What is the best thing thats happened today?
Q. Can you give me one word to describe your mood?
Using bear cards to articulate their feelings in a clear and simple way.

Resources:
Domestic Violence Resource Centre Victoria http://www.dvrcv.org.au/
Headspace www.headspace.org.au
Response Ability www.responseability.org
Child Wise http://www.childwise.org.au/page/71/resources
Kidsmatter https://www.kidsmatter.edu.au/sites/default/files/public/KMECC4-
201208-Risk-protective-factors.pdf