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Bullying is both behaviour and impact. It involves both the actions someone takes and the effects those actions have on you, affecting your sense of safety and self-control. Children and young people are often reluctant to tell adults that they’re being bullied. This might be because they are afraid of an over-reaction, they feel embarrassed, or they worry that telling someone might make the situation worse. However, there are several signs you can look out for if you’re concerned your child is being bullied.

Region: Global

Safe Strong Free

(Public Access)

A practical resource to help schools and community groups tackle bullying and racism, celebrate differences, and embed inclusion in everyday life. The Stronger Together Toolkit has been welcomed and supported by national and local partners who recognise its focus on prevention, inclusion and early intervention. The following statements reflect the shared commitment to creating safer, kinder and more inclusive environments for children and young people.

Region: Global

Safe Strong Free

(Public Access)

Bullying is both behaviour and impact. It involves both the actions someone takes and the effects those actions have on you, affecting your sense of safety and self-control. Bullying can occur both face-to-face and online. These actions can cause physical or emotional harm. Even if the behaviour is not repeated, the fear or worry that it might happen again can be very real.

Region: Global

Safe Strong Free

(Public Access)

1.The Convention on the Rights of the Child defines a child as every human being below the age of 18 years unless under the law applicable to the child majority is attained earlier, and emphasizes that States should respect and ensure the rights embodied in the Convention to each child within their jurisdiction without discrimination of any kind. While the Convention recognizes the rights of all persons under 18 years, the implementation of rights should take account of children’s development and their evolving capacities. Approaches adopted to ensure the realization of the rights of adolescents differ significantly from those adopted for younger children.
2.Adolescence is a life stage characterized by growing opportunities, capacities, aspirations, energy and creativity, but also significant vulnerability. Adolescents are agents of change and a key asset and resource with the potential to contribute positively to their families, communities and countries. Globally, adolescents engage positively in many spheres, including health and education campaigns, family support, peer education, community development initiatives, participatory budgeting and creative arts, and make contributions towards peace, human rights, environmental sustainability and climate justice. Many adolescents are at the cutting edge of the digital and social media environments, which form an increasingly central role in their education, culture and social networks, and hold potential in terms of political engagement and monitoring accountability.
3.The Committee observes that the potential of adolescents is widely compromised because States parties do not recognize or invest in the measures needed for them to enjoy their rights. Data disaggregated by age, sex and disability are not available in most countries to inform policy, identify gaps and support the allocation of appropriate resources for adolescents. Generic policies designed for children or young people often fail to address adolescents in all their diversity and are inadequate to guarantee the realization of their rights. The costs of inaction and failure are high: the foundations laid down during adolescence in terms of emotional security, health, sexuality, education, skills, resilience and understanding of rights will have profound implications, not only for their individual optimum development, but also for present and future social and economic development.
4.In the present general comment, the Committee provides guidance to States on the measures necessary to ensure the realization of the rights of children during adolescence, cognizant also of the 2030 Agenda for Sustainable Development. It highlights the importance of a human rights-based approach that includes recognition and respect for the dignity and agency of adolescents; their empowerment, citizenship and active participation in their own lives; the promotion of optimum health, well-being and development; and a commitment to the promotion, protection and fulfilment of their human rights, without discrimination.
5.The Committee recognizes that adolescence is not easily defined, and that individual children reach maturity at different ages. Puberty occurs at different ages for boys and girls, and different brain functions mature at different times. The process of transitioning from childhood to adulthood is influenced by context and environment, as reflected in the wide variation in cultural expectations of adolescents in national legislations, which afford different thresholds for entry into adult activities, and across international bodies, which employ a variety of age ranges to define adolescence. The present general comment does not seek, therefore, to define adolescence, but instead focuses on the period of childhood from 10 years until the 18th birthday to facilitate consistency in data collection.
6.The Committee notes that several of its general comments have a particular resonance for adolescents, notably those relating to adolescent health and development, HIV/AIDS, eradicating practices that are harmful to women and children, unaccompanied and separated children and juvenile justice. The Committee emphasizes the particular significance for adolescents of the recommendations arising from the day of general discussion on digital media and children’s rights. The present general comment has been developed to provide an overview on how the Convention in its entirety needs to be understood and implemented in respect of all adolescents and should be read together with other general comments and with documents arising from the day of general discussion.

Region: Asia, North America, South America, Central America & Caribbean, Europe & Russia, Australia & New Zealand, Africa, Middle East, Global

United Nations

(Public Access)

Background:
Administrative child welfare data are used to generate evidence about child maltreatment, out-of-home care, and child and family wellbeing and to inform public health interventions and policy. The digitization and widespread use of these data raise questions about how to leverage their advantages in an ethical manner. A systematic approach to understanding of ethical dimensions of using child welfare data is needed to mitigate privacy risks and promote collective benefits.
Objective:
The objective of this study was to identify ethical considerations, challenges, and strategies related to the development of child welfare data systems and their use for public health surveillance.
Methods:
We conducted an exploratory qualitive study. Participants were experts with a professional role in the development and use of administrative data from the child welfare sector. Thematic analysis was used to analyze the interview data.
Findings:
The analysis revealed several themes related to the ethical use of child welfare data:
(1) biased data;
(2) missing data;
(3) safeguarding data;
(4) stakeholder engagement and data governance;
(5) transparency;
(6) minimizing data elements; and
(7) mandate for consistent data collection.
These considerations and challenges were discussed in relation to strategies used to mitigate risks.
Conclusions:
Administrative data from the child welfare sector are a valuable resource for governments and researchers. Ethical considerations and mitigation strategies for challenges can help promote the collective benefits of using these data to prevent child maltreatment through a public health approach.

Region: Global

(Public Access)

CPC Learning Network concluded a four-year collaboration with the World Bank to prevent and respond to child sexual exploitation and abuse in development projects. As part of this work, we developed the Six Actions to Keep Children Safe toolkit — a set of practical resources designed to help organizations strengthen child safeguarding in development projects. Development projects bring economic and social change to vulnerable communities, which can sometimes disrupt local protection systems and increase risks to children — but they can also offer an opportunity to promote safer, more protective environments. This toolkit provides concrete solutions to help keep children safe from sexual exploitation and abuse. It offers practical guidance on training personnel and partners, integrating child protection into project design, and establishing accessible, child-friendly grievance mechanisms. Each tool has been tested in World Bank-financed infrastructure projects and can be adapted to your specific context.

Region: Global

CPC Learning Network

(Public Access)

Students will learn about online privacy and the importance of keeping personal information safe while using the internet. They will understand the concept of personal information and the potential risks of sharing it online. Students will explore safe and unsafe online behaviours, comparing them to playground behaviours, and develop an understanding of actions to take when encountering uncomfortable situations online. Trusted adults play a crucial role in guiding and supporting students, encouraging them to seek help whenever necessary.

Region: Global

My Body is My Body

(Public Access)

We completely understand how overwhelming it can be to protect your children online. With all the apps and platforms out there, it’s tough to know where to even start. But, just remember—you’re not alone in this, and there are ways to help safeguard them while still letting them enjoy the benefits of being online. Protecting children online really is a multifaceted task, but by being aware, staying involved, and putting a few key measures in place, you can make a big difference.

Region: Global

My Body is My Body

Public Health Agency of Canada (PHAC) Family Violence Epidemiology Section is collaborating with the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) The purpose of this collaboration is to: Increase knowledge about the ethical considerations of using administrative data from the child welfare sector  Support PHAC’s ongoing efforts to: improve the ethical use of administrative data; increase trust in national child welfare data; and become a more effective data steward Highlight relevance of this work globally

Region: Global

Public Health Agency of Canada

(Public Access)

This research summary: 1. Defines various forms of sexual cyberbullying 2. Reports what we know about the prevalence of these online behaviors 3. Discusses the factors that increase the risk for or protect youth against sexual cyberbullying as well as the potential consequences of experiencing sexual cyberbullying 4. Reviews what is known about preventing sexual cyberbullying 5. Shares information about relevant laws and resources for youth-supporting professionals who want to help youth who may experience sexual cyberbullying

Region: Global

(Public Access)

All caregivers have a responsibility to protect and care for children. First responders are heroes (who don’t wear capes) and are able to reach out with their insights and skills to provide comfort and to help soothe the child’s pain and confusion. First responders may include community workers or leaders, nurses, child and youth care workers, teachers, social workers, paramedics and police officers. This guide is divided into sections. It talks about the need to care for yourself so you can care for others. It discusses trauma – what it is, how it affects us and children – and provides information about how trauma affects children in various stages of development. The guide shares information on Psychological First Aid (PFA) for children. It tells you what needs to be reported and to whom. As a bonus, there is a short section about personal reflections and a list of resources about PFA you might find interesting.

Region: Africa, Global

Jelly Beanz - Hope for Children Affected by Trauma

(Public Access)

Types of Abuse against Children identified.

Region: Europe & Russia, Global

(Public Access)

INSPIRE, is a global framework of seven interlinked and mutually reinforcing strategies for a holistic, evidence-supported, multi-sectoral commitment to ensuring that children can achieve their full potential free from violence. The acronym focuses on implementation and enforcement of laws, norms and values, safe environment, parent and care giver support, income and economic strengthening, response and support services and education and life skills as a viable and sustainable approaches to ending violence against children. The tool was assembled through collaborative efforts of up to 10 global agencies including World Health Organization, Centre for Disease Control and Prevention, The Global Partnership to End Violence Against Children, Pan American Health Organization, PEPFAR, and Together for Girls, UNICEF, USAID, The World Bank, and United Nations Office on Drugs and Crime -UNDOC. The National Association of Social Workers of Uganda (NASWU) in recognition that social workers are the frontline workforce in matters of violence Against Children, has trained and equipped her executive and management team with knowledge on INSPIRE package and its contextual application in social work practice settings.

Region: Africa, Global

(Public Access)

1. To provide a multidisciplinary trauma-informed outpatient health and developmental assessment for at risk children and their siblings (0-5 years old) referred to CPU. 2. To identify developmental and medical needs and link with community-based early intervention services

Region: Australia & New Zealand, Global

Beth Fulton (SCHN), Katie Newman (South Western Sydney LHD), Paridhi Garg (South Western Sydney LHD), Paul Hotton (SCHN) & Grace Wong (SCHN) - Child Protection Unit, Children’s Hospital Westmead, NSW, Australia

(Public Access)

Implications of a Review of the Internet Child Exploitation (ICE) – Counselling Program in Ontario, Canada

Region: North America, Global

Dr. Jennifer Martin, PhD. Dr. Andrea Slane, PhD. Shannon Brown, M.A Kate Hann, M.A - Toronto Metropolitan University and Ontario Tech University

(Public Access)

OBJECTIVES To examine how parents’ and children’s ability to recognize emotion interact with a history maltreatment to influence sensitive parenting behavior

Region: Global

St-Pierre, É., Pichette, V., Dicaire, N., Bérubé, A. & Blais, C. Université du Québec en Outaouais

(Public Access)

• How advanced are PCAs knowledge and competencies in child protection? • How well does interdisciplinary exchange in the field of child protection work? • Has completion of the online course increased knowledge, competencies, and interdisciplinary exchange among PCAs?

Region: Global

Constanze Hofmeister, Ulrike Hoffmann, Anna Maier - Ulm University Hospital, Department of Child and Adolescent Psychiatry/Psychotherapy

(Public Access)

The effects of cult’s on its members are well documented in both the research literature and the media, and focus mainly on negative aspects (Dawson, 2006; Olson, 2006). Although the research literature has examined the perceptions of cult members and the social and psychological processes related to the formation of cults, there is almost no reference in the research literature nor even public visibility to the point of view of children that were born or raised in cults.

Region: Middle East, Global

1. Aya Almog-Zaken- Phd. Candidate, The Hebrew University of Jerusalem 2. Prof. Dafna Tener- Advisor, The Hebrew University of Jerusalem 3. Prof. Asher Ben-Arieh- Advisor, The Hebrew University of Jerusalem

(Public Access)

Assisting in understanding the psychological challenges experienced, understanding what individuals can do, and cultivating psychological flexibility when faced with challenges.

Region: Asia, Global

Rifdah Fasya (University of Edinburgh, Childlight: Global Safety Institute) Puspita Alwi (University of Indonesia, Sehat Jiwa dan Bahagia)

(Public Access)

The aims of this project was to prepare a guide for teachers about child sexual abuse (CSA). The guide’s purpose is to improve the knowledge and skills of teachers in the prevention, detection, and intervention on child sexual abuse cases

Region: South America, Global

Águila-Otero, A., & Pereda, N. Research Group on Child and Adolescent Victimization (GReVIA), University of Barcelona

(Public Access)

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