3. Procedures

3.1 Personal, Social and Emotional Learning

The personal and social education (PSE) curriculum of the school provides age-appropriate guidance for students related to safeguarding, and is supplemented by external providers. 

The PSE curriculum comprises six strands, which are under review during the 2024-25 academic year:

1. Academic

2. Career

3. Social and Emotional Learning, including Mental Health

4. Equity, Justice and Belonging

5. Comprehensive Sexuality Education

6. Child Protection

In the Child Protection strand, students learn about key safeguarding issues such as bullying, harassment, abuse, exploitative behaviors, online safety and consent. These are embedded throughout the curriculum as developmentally appropriate. The curriculum is reviewed regularly as part of the school’s curriculum review cycle to ensure the changing needs of students are met over time.

3.2 Reporting Procedures

General reporting procedures

All members of the school community are mandated to report any suspected or disclosed child abuse or neglect. Therefore, any member of the school community must immediately inform the Divisional School Counselor of any suspected or disclosed child abuse or neglect. This includes allegations of historical abuse. The Counselor will take the next steps in investigating. Do not attempt further investigation of the matter. 

There are many reasons why a child might decide to disclose that they are being abuse. They might have just realised the abuse is wrong. They may feel they cannot cope anymore. The abuse may be escalating. They may want to protect other children or want their abuser to be caught. Whatever the reason for the disclosure, it can be hard for victims to open up about what is happening to them. The might be worried that they will not be believed or that the consequences of telling will be worse than the abuse. If a child discloses to you, how you respond is vitally important.

Use the following steps to guide you:

1. Listen: Be calm and patient. Focus on what the child is saying. Do not express your own views or feelings.

2. Reassure: Let them know they've done the right thing by telling you. Tell them it is not their fault. say you will take this seriously.

3. Tell: Tell them what the next step is - that you will share this with the Counselor who will be able to help them. If the child is in distress or in immediate danger, take them with you to the Counselor.

4. Report: Immediately report what you have been told to the child's Divisional School Counselor. Do not delay.

If the Counselor is not available, suspicions must immediately be reported to the Safeguarding Lead for the school or the student's Principal or Assistant Principal. 

A student in distress should not be left alone, but should be taken with you to report the disclosure.

Concerns and disclosures about FIS employees

If your concern or the student's disclosure is about an FIS employee, report directly to the Head of School, Assistant Head of School or the Safeguarding Lead. Such concerns are managed in accordance with the International Taskforce on Child Protection's Managing Allegations Protocol.

Warning signs of child abuse

Listed below are examples of possible warning signs of child abuse which one may encounter in a school environment. These do not necessarily mean abuse is happening, but it is always best to inform the divisional counselor who will look into it further.  

• Unexplained, hidden or untreated injuries, such as bruises, fractures, or burns

• Injuries that don’t match the given explanation

• Involuntary behaviors such as flinching

• Sexual behavior or knowledge that is inappropriate for the child’s age

• Access to or possession of inappropriate material

• Poor hygiene

• Unexplained and frequent absences

• Withdrawal from friends or usual activities

• Changes in behavior - such as aggression, anger or hyperactivity

• Changes in affect - such as short-tempered or sullen

• Regression or delayed development

• Depression, anxiety, or sudden loss of confidence

• An apparent lack of supervision

• Running away from home or school, or showing reluctance to leave school activities, as if he/she doesn’t want to go home

• Excessive tiredness or hunger

• Lack of appropriate attention for medical, dental or psychological problems, even though the parents have been notified 

Although it is possible for ‘one-off’ incidents to cause serious harm, in general, it is the frequency, persistence and duration of the behavior that is instrumental in defining the consequences for the child or young person.

3.3 Security 

The school buildings are designed to have visual transparency and most classroom doors have a glass window fitted. Adult-only toilets are available at intervals throughout the school, and adult-only changing rooms are available in the Stroth Center. 

Security for the school is provided by a professional company and there is an in-house Head of Security that manages the team. There are regular meetings of the Security Committee, which has oversight of who has access to the campus. Colored security badges are used to identify and differentiate parents, faculty and staff, and visitors to the school. 

Students below Grade 11 leaving school grounds must be signed out by their parents. Grade 11 and 12 students must show a pass to leave campus during the school day, and this is provided only after they have submitted a permission slip signed by their parents for off-campus privileges. The primary and elementary divisions operate a safe arrivals program to ensure that unexplained absences can be responded to quickly.

3.4 Facilities 

The school provides supervision of students for 15 minutes before the start of school and for 15 minutes after the end of school. Outside of normal school hours, parents are responsible for their children, unless the student is involved in a school-organized activity. Each division provides guidance for students about appropriate places to wait if they come to school early or are waiting for an activity. 

External sports teams sign a facility use contract which requires that visitors use toilets and changing rooms designated for visitors only, and do not take photographs or videos of children. A list of visitor names and addresses must be provided in advance to security, and this is checked against identification documents on entry to the school. Team coaches are provided with temporary access badges. 

3.5 Trips 

The student/chaperone ratio for field trips is generally 6:1 in the elementary school and 10:1 for upper school field trips and all overnight field trips. Both male and female chaperones accompany a mixed gender group of students. In cases where only two chaperones are required, the chaperones must not be the spouses or partners of one another. 

For sports trips involving homestays, the Athletics Director is responsible for informing students about what they can expect from a homestay, and the steps they can take if they have concerns or feel uncomfortable.

3.6 Technology 

The technology infrastructure of the school is supported by multiple wifi filters to ensure that students cannot access inappropriate content. Student email addresses are anonymous. Students learn about responsible technology use and online safety, including online harassment, access of inappropriate material, and the need to gain consent before taking photographs or recording video. 

3.7 Intimate Care

Intimate care refers to support given to a child that cannot perform an intimate personal task independently. This may be because of the age or developmental stage of the child, or due to disability or injury. Intimate care may include the following:

• Changing soiled clothing

• Feeding

• Medical treatment

• Menstrual care

• Showering (in the case of soiled clothing)

• Toileting

• Washing

• Supervision of the above tasks

In the case of unexpected and/or accidental intimate care needs, the following principles should be followed:

• The child is supported to the highest level of autonomy, independence and privacy possible

• Communication is child-centered and reinforces concepts of body autonomy and consent

• Intimate care is ideally provided by the school nurse, counselor or the student’s teacher/teaching assistant (not a visitor, volunteer or other member of staff)

• Intimate care should be observable and interruptable and take place in dedicated facilities which afford privacy to the student and allow auditory/visual supervision by other adults

• Mobile phones and other electronic devices must not be used during intimate care

• Intimate care must never be associated with negative outcomes (e.g. impatience or scolding)

• Confidentiality must be maintained with incidents documented according to divisional procedures 

• Where appropriate, parents/guardians should be informed

For expected, regular or sustained intimate care needs, the school counselor will work with parents/guardians to develop a plan which takes account of the principles above and provides strategies to help the child work towards independence.

3.8 External Organizations and Bodies

The Safeguarding Team builds and maintains relationships with external organizations both in Germany and internationally, to receive support and advice on matters related to safeguarding and child protection. 

In Germany, this includes the Child and Youth Protection Service (Jugendamt), local police, treatment centers, the Regional Security Officer of the U.S. Diplomatic Security Service, and the head psychiatrist for the U.S. Consulate.

As a NEASC-accredited school, FIS meets the child protection standards developed by the International Task Force on Child Protection (ITFCP). Professional development regarding safeguarding is supported by consultants that are specialists in the area of child protection.