This guide will help you answer 4.2 Describe how policy and strategy related to domestic abuse has influenced educational programmes and the school curriculum.
Domestic abuse has a long-term impact on individuals, families and communities. National policies and local strategies have been developed to tackle it, and these have directly influenced what is taught in schools. The subject now has a clear presence within both the curriculum and broader educational programmes.
Government guidance stresses that schools are in a unique position to identify the early signs of abuse. Policies set out expectations for prevention and support. This leads to curriculum content that covers healthy relationships, respect and safety, alongside awareness of abusive behaviours.
Defining Domestic Abuse
Domestic abuse is abusive behaviour between people aged 16 or over who are personally connected, such as partners, former partners or relatives. In England and Wales the legal definition is in the Domestic Abuse Act 2021, section 1. This can include:
- Physical harm
- Emotional abuse
- Sexual abuse
- Financial control
- Coercive behaviour such as threats and isolation
In England and Wales, a child who sees or hears domestic abuse, or experiences its effects, and is related to either person is recognised as a victim (see the Domestic Abuse Act 2021, section 3). Schools in England teach about respectful relationships and safety through the statutory relationships, sex and health education guidance, and have separate safeguarding duties.
National Policy Background
Schools in England work within safeguarding law and statutory guidance, including the Children Act 1989, Working Together to Safeguard Children and Keeping children safe in education. Check the latest versions.
The Domestic Abuse Act 2021 defines domestic abuse in England and Wales and recognises children as victims. Schools in England should check the current statutory guidance on safeguarding and on relationships education.
The Department for Education publishes statutory guidance on relationships education, relationships and sex education (RSE) and health education for schools in England. Check the current DfE statutory guidance and what it says about abuse in relationships.
Local Strategies
In England, local safeguarding partners work to the current Working Together to Safeguard Children framework. Arrangements differ in Wales, Scotland and Northern Ireland.
Local strategies may include:
- Providing approved lesson plans on healthy relationships
- Offering toolkits for teachers to handle disclosures from pupils
- Linking schools with domestic abuse support services
- Coordinating awareness events within schools
Impact on Curriculum Content
In England, schools teach relationships education, relationships and sex education (RSE) and health education as set out in the DfE statutory guidance. The guidance applies to England only, so check the position in Wales, Scotland and Northern Ireland.
In practice, this includes:
- Teaching children how to identify safe and unsafe relationships
- Explaining the difference between healthy and unhealthy behaviours
- Promoting equality and respect in friendships and partnerships
- Encouraging empathy and understanding of other people’s experiences
In secondary school, lessons often cover consent, controlling behaviours and where to get help.
Preventive Education
Policy highlights the importance of early prevention. Schools in England teach relationships and health education as set out in the DfE statutory guidance, which can help pupils recognise unsafe situations.
Preventive education involves:
- Using age-appropriate scenarios to discuss respect and boundaries
- Encouraging pupils to speak to trusted adults
- Making safeguarding procedures clear to all pupils
- Including digital safety, recognising that abuse can occur through technology
Teacher Training and Awareness
Staff should have safeguarding training that suits their role. Check the current Keeping children safe in education and your school’s safeguarding policy.
Training programmes include:
- Understanding how domestic abuse presents in school behaviour and attendance patterns
- Learning key points of the law
- Rehearsing responses to pupil disclosures
- Managing safeguarding records securely
- Knowing referral pathways into support services
In many areas, safeguarding leads in schools act as a point of contact for all domestic abuse concerns. Strategies support these leads with specialist networks.
Whole-School Approach
National strategy encourages schools to take a whole-school approach to domestic abuse. This means it is not just covered in lessons, but built into school culture and policies.
This approach includes:
- Clear safeguarding policies available to all staff, pupils and parents
- Encouragement of respectful communication across the school
- Visible posters and awareness materials
- Active links with local police and support organisations
- School counsellors or pastoral staff available for 1-to-1 discussions
Safeguarding Links
Domestic abuse policy fits into wider safeguarding policy. Schools follow their safeguarding policy and the current Keeping children safe in education guidance when they have a concern about a child.
The curriculum supports this by telling pupils how to seek help, which agencies are available and what processes exist for reporting abuse. This is often delivered alongside lessons on bullying, mental health and online safety.
Role of PSHE (Personal, Social, Health and Economic) Education
Policies directly influence content in PSHE. This subject provides space for sensitive topics like domestic abuse to be explored in a safe environment.
Within PSHE, domestic abuse policy has led to:
- Structured sessions on resilience and self-esteem
- Discussion of emotional wellbeing in relationships
- Guidance on speaking out against harmful behaviour
- Encouraging peer support and inclusion
These lessons are adapted for different age groups so they can understand the key messages at a level that makes sense for them.
Addressing Cultural and Social Factors
Policy frameworks acknowledge that domestic abuse can affect any background. Educational programmes must be sensitive to cultural differences but must also keep the message clear about what behaviour is unacceptable.
Teachers are encouraged to:
- Use diverse examples in lesson materials
- Avoid stereotypes in discussions
- Highlight equality in relationships
- Be alert to cultural misconceptions about consent and control
School Partnerships with External Specialists
Policies recommend that schools work with external organisations that specialise in domestic abuse prevention and support.
This can involve:
- Guest speakers from local support services
- Theatre or drama workshops exploring the consequences of abuse
- Parent workshops explaining what children are learning about relationships
- Information points in school for pupils seeking confidential resources
These partnerships strengthen the curriculum by adding expert voices and lived experience perspectives.
Impact on Pupils
Lessons on relationships can lead a pupil to share worries about their own home life. If this happens, staff should follow the school’s safeguarding policy and the current Keeping children safe in education.
Handling Disclosures
Policies guide schools on handling disclosures carefully and sensitively. Teachers learn to:
- Listen without judgement
- Record details factually
- Pass information promptly to the safeguarding lead
- Avoid promising absolute confidentiality to pupils, as safeguarding law requires action
This training safeguards pupils and meets legal responsibilities.
Parental Engagement
Policy strategies include engaging parents so they can support the same messages at home. Schools may:
- Share overviews of lesson content ahead of teaching
- Invite parents to attend joint workshops
- Provide links to community services and helplines
- Circulate printed guides on healthy relationships and domestic abuse signs
When parents know what children are learning, they can reinforce the lessons in everyday life.
Monitoring and Reviewing Curriculum Impact
Strategies often require schools to check how well domestic abuse topics are taught and understood. This might involve:
- Pupil feedback surveys after lessons
- Teacher reflections and adjustments to lesson plans
- Review by school governors or safeguarding boards
- Updating resources to match new laws or local service availability
Regular review makes sure the content stays relevant and effective.
Barriers and Solutions
One barrier schools face is pupil discomfort with sensitive issues. Policy guidance addresses this by suggesting interactive, respectful teaching methods and small group discussions.
Other barriers include staff confidence and lack of time. Strategies encourage integrating topics into existing lessons to make them part of everyday teaching rather than an isolated event.
The Link with Equality Policy
Domestic abuse education links closely with equality and diversity policies. By tackling attitudes that allow abuse, schools promote safer communities for all genders and identities.
Final Thoughts
Domestic abuse policy and strategy have transformed the role of schools in prevention and awareness. Schools in England teach about safe and healthy relationships as part of the statutory curriculum. Check the current DfE guidance.
Teaching pupils about healthy relationships, respect and safety gives them the skills to recognise abuse and take action. Policies and strategies both nationally and locally have ensured schools approach the subject with consistency and confidence. This helps protect children during their school years and equips them for safer adult relationships.