1. Developing Birmingham’s Domestic Abuse Strategy Defining the Role and Needs of Schools

2. We know why we have to think differently about domestic abuse Numbers of children and young people affected Impact of living with domestic abuse Lessons from domestic homicide reviews How we deal with domestic abuse can make or break our safeguarding and child protection systems Upstream not downstream

3. Numbers of children and young people affected by domestic abuse Under 11 years 11-17 years18-24 years Witnessed domestic violence in last 12 months 3.3%2.9%12% Witnessed domestic violence during childhood 12%18.4%24.8% Ever seen one parent kick, choke or severely beat up other parent 3.5%4.1%6% Source :Radford et al (2011) http://www.nspcc.org.uk/Inform/research/findings/child_abuse_neglect_research_PDF_wdf84181.pdf

4. Numbers of children and young people affected by domestic abuse In Birmingham What we think What we know Emerging concerns

5. Impact All children Many children Some children Adverse Childhood Experiences Domestic Homicide Reviews

6. Standards for promoting healthy relationships Guidance on developing a whole school approach Practice guidance Example school policies Lesson plans Multi-agency working group Initiative Fatigue or ….? The Bristol Ideal

7. Trains students to speak out against all forms of violent and abusive behaviour ‘Bystander' approach ▫Empowers each student to take an active role in promoting a positive school climate. ▫Young people are identified not as victims or perpetrators but as bystanders able to support and even challenge abusive and bullying peers. Initiative Fatigue or…? Mentors in Violence Prevention

8. Schools Programme How it works - overview What We’ve Found There is a need to create safe learning spaces where young people feel high levels of trust and can feel confident discussing sensitive topics, as well as examining their own beliefs and attitudes about what constitutes safe, respectful and consensual relationships. The work delivered in schools based programmes does enable young people and teaching based staff to think more intensely and widely about the nature of domestic violence and whom it impacts. The inclusion of themes on gender equality, gender stereotyping (masculinities and femininities) and gender roles is seen as essential for school based programmes to be successful. Upholding the messages of school based programmes requires a whole-school approach where the work is embedded in the whole school community. Help seeking - Young women will generally talk to their peers and seek support through them. Young women lack confidence in the ability of agencies to adequately protect them and this can hinder disclosure.

9. “Being able to express my views about topic we don’t discuss very often.” “One thing I have learnt is how to be cautious around social networks and learn not to degrade people.” “I liked learning about rape and sexual abuse and that they’re people you can contact. It made me aware of how people can control you.” “The best thing was being able to talk and express ourselves.” “Being able to ask as many questions as we wanted so we understood about domestic violence.” What do young people say?

10. Help seeking “Creating posters” “Creating posters, when we done the posters”

11. “I’ve learnt about the injustice that goes on with women and how they are degraded.” I’ve learnt that what happens to girls isn’t right.”

12. Whatever the initiative.... Whole School Matters Gender Matters ▫http://www.ted.com/talks/tony_porter_a_call_t o_men?language=enhttp://www.ted.com/talks/tony_porter_a_call_t o_men?language=en ▫Play FilmPlay Film

13. Next Steps Towards a City Wide Domestic Abuse Strategy Do we agree that we need a whole school approach to domestic abuse? If so, how should we define what this looks like whilst avoiding initiative fatigue?