Safeguarding - Seisen International School - CIS

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Seisen International School, a Catholic international school, educates future world citizens to become men and women for others and with others, in the spirit of Jesus Christ.
Seisen International School's mission is to provide a safe environment in order to empower each student, through shared responsibility, creativity, and human interdependence, to develop their unique talents and to become competent and compassionate players in our global society, capable of empowering others and of bringing hope and peace to our ever-changing world.

Seisen International School’s mission in accordance with and support of the UN Declaration of the Rights of the Child (1990), the recommendations based on the International Task Force on Child Protection (2015), and also in conjunction with Japanese laws regarding Child Protection, defines the term “child” as students under the age of 18. However, due to our position of trust in the lives of our students, Seisen International School acknowledges that a student at Seisen is considered under our duty of care until the time of their graduation, irrespective of the age of the student.

An Introduction from Ms. Rogers

All Seisen International staff, faculty, and administrators are mandated to report incidences of abuse and neglect. All Seisen International staff, faculty and administrators are also required to report suspicion of abuse or neglect. All reports of abuse and neglect must be made to the Child Protection Officer / division counselor, or division principal should the counselor be unavailable, within 24 hours for immediate response. The counselor reports to the division principal and the Child Protection Officer. The Child Protection Officer must in turn report to the Head of School. Verbal reports must also be supported by signed written documentation by the person or persons submitting the report.

Seisen Student Safeguarding Policy

Purpose of this Document

Seisen International School’s ultimate goal is to have policies, procedures, and training in place so that if child abuse in any form is suspected, observed or disclosed to any member of the community, that person will have the knowledge, information, and resources necessary to ensure that the child is safe, that the situation is communicated promptly, professionally, and effectively, and the suspicion or incident is reported to the appropriate authorities.

This document supports this goal through outlining the essential components of a Student Safeguarding Policy.

Essential Components of Safeguarding of Students at Seisen International School

A Code of Conduct that guides interactions between adults and students at Seisen International School
Guidelines on recognizing, responding to, and reporting allegations and suspicions of child abuse and neglect at Seisen International School
Guidelines on screening and selecting staff, faculty and volunteers at Seisen International School
Training and education about child sexual abuse prevention
Ensuring safe environments and practices
Connecting to local authority and resources via the protocols established by the Japan Council of International Schools

Seisen International School seeks to be a safe haven for students who may be experiencing abuse or neglect in any aspect of their lives. As such, Seisen will distribute this policy annually to all parents and applicants, will communicate this policy annually to all students, will provide training for all staff, will make every effort to implement hiring practices to insure the safety of children, and will review the policy annually for compliance and effectiveness. The policy will also be posted on our webpage.

In the case of a staff member reported as an alleged offender, Seisen International School will conduct a full investigation following a carefully designed course of due process, keeping the safety of the child at the highest priority.

Definition of Terms

Child Protection/Student Safeguarding

Child Protection Policy/Student Safeguarding Policy

Child Protection Policy/Student Safeguarding Policy is a statement of intent that demonstrates a commitment to protecting students from harm (to self and from others) and makes clear to all what is required in relation to the protection of students. It serves to create a safe and positive environment for children and to demonstrate that the school is taking its duty and responsibility seriously.

Child Protection Concerns/ Student Safeguarding Concerns

Child Abuse

Child Abuse - According to the World Health Organization, child abuse constitutes “all forms of physical and/or emotional ill-treatment including verbal abuse, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.”
A person may abuse a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional (e.g. school) or community setting; children may be abused by individuals known to them, or more rarely, by a stranger. Often children may experience multiple forms of abuse simultaneously, further complicating the problem.
Most child abuse is inflicted by someone the child knows, respects or trusts. International school communities have unique characteristics of which school personnel must be aware in terms of the individuals who are around our children. School personnel should be knowledgeable of the potential reasons why children may not be able to talk about any victimization they might have experienced.
To increase Seisen International School’s community awareness, this document focuses on six main categories of abuse and provides basic information about the physical and behavioral signs associated with each type.

Contextual Safeguarding

Contextual Safeguarding is an approach to safeguarding children that recognises their experiences of significant harm in extra-familial contexts, and seeks to include these contexts within prevention, identification, assessment and intervention safeguarding activities. It recognises that as children enter adolescence they spend increasing amounts of time outside of the home in public environments (including on the internet) within which they may experience abuse; and considers interventions to change the systems or social conditions of the environments in which abuse has occurred.

Emotional Abuse

Emotional abuse is the persistent emotional ill treatment of a child so as to cause severed and adverse effects on a child’s emotional development. It may involve: conveying to children that they are worthless or unloved; that they are inadequate or valued insofar as they meet the needs of another person; age or developmentally inappropriate expectations being imposed on children. Some level of emotional abuse is involved in all types of ill-treatment of a child though it may also occur alone.

Signs of emotional abuse

Physical, mental and emotional development is delayed
Showing delayed speech or sudden speech disorder
Fear of new situations
Low self-esteem
Inappropriate emotional responses to painful situations
Extremes of passivity or aggression
Drug or alcohol abuse
Chronic running away
Compulsive stealing
Obsessions or phobias
Sudden under-achievement or lack of concentration
Attention-seeking behavior
Persistent tiredness

Neglect

Neglect is the persistent failure to meet a child’s basic physical or physiological needs, likely to result in serious impairment of the child’s health or development.

Some indicators of neglect

Medical needs unattended
Lack of supervision
Consistent hunger
Inappropriate dress
Inadequate nutrition
Fatigue or listlessness
Self-destructive
Extreme loneliness
Extreme need for affection
Poor personal hygiene
Frequent lateness or non-attendance at school
Low self-esteem
Poor social relationships
Compulsive stealing
Drug or alcohol abuse

Physical Abuse

Physical abuse may involve hitting, punching, shaking, throwing, poisoning, biting, burning or scalding, drowning, suffocating or otherwise causing intentional physical harm to a child. (These symptoms could also indicate harm to self, such as cutting and suicide ideation.)

Signs of physical abuse

Bruises, burns, sprains, dislocations, bites, cuts
Improbable excuses given to explain injuries
Injuries which have not received medical attention
Injuries that occur to the body in places that are not normally exposed to falls, rough games, etc.
Repeated urinary infections or unexplained stomach pains
Refusal to discuss injuries
Withdrawal from physical contact
Arms and legs kept covered in hot weather
Fear of returning home or of parents being contacted
Showing wariness or distrust of adults
Self-destructive tendencies
Being aggressive towards others
Being very passive and compliant
Chronic running away

Sexual Abuse

Sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (i.e. rape) or non-penetrative acts. They may include non-contact activities, such as involving children in the production or viewing of pornographic material or encouraging children to behave in sexually inappropriate ways. Children involved in commercial sex work are victims of sexual abuse, whether they perceive themselves as victims or not.

Signs of sexual abuse

Pain or irritation to the genital area
Vaginal or penile discharge
Difficulty with urination
Infection, bleeding
Fear of people or places
Regressive behaviors, bedwetting or stranger anxiety
Excessive masturbation
Sexually proactive
Stomach pains or discomfort walking or sitting
Being unusually quiet and withdrawn or unusually aggressive
Suffering from what seem physical ailments that can’t be explained medically
Showing fear or distrust of a particular adult
Mentioning receiving special attention from an adult or a new “secret” friendship with an adult or
Refusal to continue with school or usual social activities
Age inappropriate sexualized behavior or language

Child exploitation

Child Exploitation refers to the use of children for someone else’s advantage, gratification or profit often resulting in unjust, cruel and harmful treatment of the child. These activities are to the detriment of the child’s physical or mental health, education, moral or social-emotional development. It covers situations of manipulation, misuse, abuse, victimization, oppression or ill-treatment.

There are two main forms of child exploitation that are recognized:

1) Sexual Exploitation: the abuse of a position of vulnerability, differential power, or trust
for sexual purposes; this includes profiting monetarily, socially or politically from the exploitation of another as well as personal sexual gratification.
Examples: Child prostitution, trafficking of children for sexual abuse and exploitation, child pornography, sexual slavery.

2) Commercial / Economic Exploitation of a child refers to the use of the child in work or other activities for the benefit of others. Commercial sexual exploitation of children is one of the worst forms of child labour and a modern form of slavery. Sexually exploited children are often treated as criminals. As defined in the declaration of the First World Congress against Commercial Sexual exploitation of Children, held in Stockholm in 1996, commercial sexual exploitation of children is sexual abuse by an adult accompanied by remunerationin cash or in kind to the child or third person(s).the commitments made in Stockholm were reaffirmed in Yokohama, Japan, in 2001 at the Second World Congress.

This includes, but is not limited to, child labor. Economic exploitation implies the idea of a certain gain or profit through the production, distribution and consumption of goods and services. This material interest has an impact on the economy of a certain unit, be it the State, the community or the family. Examples: Child domestic work, child soldiers and the recruitment and involvement of children in armed conflict, child bondage, the use of children from criminal activities including the sale and distribution of narcotics, the involvement of children in any harmful or hazardous work.

Peer on Peer Abuse

Peer on Peer Abuse Peer-on-peer abuse is any form of physical, sexual, emotional and financial abuse, and coercive control, exercised between children and within children's relationships (both intimate and non-intimate).
Peer-on-peer abuse can take various forms, including: serious bullying (including cyber-bullying), relationship abuse, domestic violence, child sexual exploitation, youth and serious youth violence, harmful sexual behaviour, and/or gender- based violence.
Online peer-on-peer abuse is any form of peer-on-peer abuse with a digital element, for example, sexting, online abuse, coercion and exploitation, peer-on-peer grooming, threatening language delivered via online means, the distribution of sexualised content, and harassment.

Signs of Peer on Peer Abuse
Signs that a child may be suffering from peer-on-peer abuse can also overlap with those indicating other types of abuse and can include:

Failing to attend school, disengaging from classes or struggling to carry out school related tasks to the standard ordinarily expected
Physical injuries
Experiencing difficulties with mental health and/or emotional wellbeing
Becoming withdrawn and/or shy
Experiencing headaches,stomach aches,anxiety and/panic attacks; suffering from nightmares or lack of sleep or sleeping too much
Broader changes in behaviour including alcohol or substance misuse
Changes in appearance and/or starting to act in a way that is not appropriate for the child's age
Abusive behaviour towards others.

Abuse affects children very differently. The above list is by no means exhaustive and the presence of one or more of these signs does not necessarily indicate abuse. The behaviour that children present with will depend on their particular circumstances. Rather than checking behaviour against a list, staff are trained to be alert to behaviour that might cause concerns, to think about what the behaviour might signify, to encourage children to share with them any underlying reasons for their behaviour, and, where appropriate, to engage with their parents/carers so that the cause(s) of their behaviour can be investigated.

The power dynamic that can exist between children is also very important when identifying and responding to their behaviour: in all cases of peer-on-peer abuse, a power imbalance will exist within the relationship. This inequality will not necessarily be the result of an age gap between the child responsible for the abuse and the child being abused. It may, for example, be the result of their relative social or economic status. Equally, while children who abuse may have power over those who they are abusing, they may be simultaneously powerless to others.

Peer on Peer Abuse Policy

Long term impact of child abuse

Long term impact of unmitigated child abuse
The impact of child abuse can persist for a lifetime after the abuse has been committed. Some victims of abuse are resilient and thus manage to function and survive. Much research has established the relationship between long-term child abuse and life-time health and well-being, especially if the children do not get appropriate support to help them cope with the trauma.

The most important point to consider is that children often are exposed to multiple forms of abuse and suffer a myriad of symptoms. Furthermore, all forms of abuse have the potential for long-term impact on the victims and can affect the victim’s ability to function as a human being. Abuse challenges the self-value, self-esteem, and sense of worth of its victims, rendering them hopeless, helpless and unable to live a complete life.

Long term impact of child abuse

Poor educational achievement
Inability to complete responsibilities
Inability to live according to plan/ability
Inability to care for self
Inability to coexist, cooperate or work with others
Lack of self-confidence, prone to addiction
Inability to express love/or accept love
Inability to lead a family, constant health problems
Prone to mental health problems
Low self-esteem, depression and anxiety
Post-traumatic stress disorder (PTSD)
Attachment difficulties
Eating disorders
Poor peer relations, self--injurious behavior (e.g., suicide attempts)

Signs of offenders

In addition to knowing the signs of victimization, below are some early warning signs to look out for in potential offenders.

Signs of offenders (students)

Unusual interest in sex, sexualizing inanimate objects and activities
Does not stop sexual misbehavior when told to stop
Uses force and coercion in social situations
Unusual intensity when discussing sex and sexuality
Socializes with children much younger
Gives gifts, requires secrecy in relationships

Signs of offenders (adults)

Has “favorite” student or child
Attempts to find ways to be alone with children
Inappropriate language, jokes and discussions about students/children
Sexualized talk in the presence of students/children
Gives private gifts or has private chats on facebook/internet

Parent behavior
Sometimes a parent's demeanor or behavior sends red flags about possible child abuse. Warning signs include a parent who:

Shows little concern for the child
Appears unable to recognize physical or emotional distress in the child
Denies that any problems exist at home or school, or blames the child for the
problemsConstantly blames, belittles or berates the child and describes the child with
negative terms, such as "worthless" or "evil"
Uses harsh physical discipline
Demands an inappropriate level of physical or academic performance
Severely limits the child's contact with others
Offers conflicting or unconvincing explanations for a child's injuries or no explanation at all

Staff Code of Conduct

Purpose of the code of conduct

Purpose of the Code of Conduct
Seisen International School’s Code of Conduct provides clear expectations to all employees, and volunteers who represent the school and who interact with students (including externally hired coaches and teaching assistants employed by parents for students with special needs) in both a direct and /or unsupervised capacity.

Consequences of failure to comply with the Code of Conduct
may result in any or all of the following, dependent on the seriousness of compliance failure:

Official reprimand recorded and placed in employee’s file
Suspension with pay until an official investigation has been conducted
Immediate dismissal

Staff Code of Conduct

SEISEN INTERNATIONAL SCHOOL’S CODE OF CONDUCT
FOR ALL FACULTY, STAFF AND VOLUNTEERS

Seisen International School is committed to the safety and protection of all Seisen International School’s students. This Code of Conduct applies to all employees and volunteers who represent the school and who interact with our students in both a direct and/or unsupervised capacity. This Code of Conduct applies to both the public and private conduct of those acting on behalf of Seisen International School. We must at all times be aware of the responsibilities that accompany our work in both our professional and private life.

We should be aware of our own and other persons’ vulnerability, especially when working alone with students, and be particularly aware that we are responsible for maintaining physical, emotional, and sexual boundaries in such interactions. We must avoid any covert or overt sexual behaviors with those for whom we have responsibility. This includes speech or gestures as well as physical contact that exploits, abuses or harasses.

We must always intervene when there is evidence of, or there is reasonable cause to suspect, that students are being abused in any way. Suspected abuse or neglect must be reported to the school counselor or division principal who in turn report to the Head of School.

Communication with Students

As digital citizens, faculty and staff are expected to model the required behavior we expect to see online of our students.

General Communication
Social Media

General Communication

General Communication

Maintaining professional boundaries in all forms of communication, technology-related or not, is vital to maintaining appropriate professional relationships with students. Faculty and staff at Seisen International School when communicating with students electronically, only communicate with students through school email accounts or school sanctioned platforms such as Managebac, Google Classroom or See Saw. There is to be no exchange of private texts, private phone calls, personal email addresses or photos of a personal nature with students.
Professional and courteous language is to be used at all times. Professional “sign off” on emails at all times.
Faculty and staff must maintain a professional distance from students by communicating electronically at appropriate times of the day. Unless in an emergency situation, faculty and staff must refrain from
1. Corresponding with students after 7pm in ES and 8pm in MS and HS. Faculty and staff should also not engage in communication with students regarding Google Doc and Managebac notifications after these times.
2. Corresponding with students on Sundays unless in relation to a service event or a school-sponsored event on that day
3. Corresponding with students during holidays
In case of an emergency situation or a situation of concern, the division principal must be copied on all correspondence.
Principals must be informed of correspondence with parents in regards to concerns raised about the physical and /or emotional well-being of the student.

Social Media

Facebook, Instagram, Tik Tok are not school-sanctioned communication tools for students and teachers or staff. Teachers cannot be “friends” with students on Facebook.
Former students must have graduated High School before a friend request can be accepted or requested.
Students’ images cannot be posted on private accounts and professional blogs of teachers or staff (even if the images are from a school event).
Faculty and staff are expected to monitor all content they or others post to their social media accounts and are expected to remove anything that is inappropriate or critical of the school.

Guardianship

Guardianship

Teachers or staff cannot act as legal guardians of students unless in extenuating circumstances, and only then in prior consultation with, and approval of, the Head of School.
Teachers or staff cannot visit a student’s home without the parent(s) being present.
No sleepovers are allowed at a teacher’s home or on the school premises. Teachers cannot attend a sleepover at student’s home.
No private parties with students at teacher’s homes. (Team dinners at restaurants need approval of the division principal.)

Day to Day Interactions

Day to Day Interactions

Physical contact with a student can be misconstrued both by the recipient and those observing, and should occur only when completely non sexual and otherwise appropriate, and never in private.
One-on-one meetings with a student must be held in a public area; in a room where the interaction can be (or is being) observed (blinds cannot be drawn); or in a room with the door left open, and another staff member is notified about the meeting.
Students are never to be left unsupervised during the school day. After school students who miss the school bus or who have parents who are late collecting them after school must also be supervised.
Teachers must seek permission from their division principal to meet with students if outside of school hours of 8am-4pm Monday through Friday or Saturday classes/extra help. An administrator must be on site for Saturday classes to take place.
Professional language and cultural sensitivity to be displayed at all times.
Elementary students change for PE in the homeroom of the female elementary teacher or in the changing room of the gym.
PSPE classes take place in the Elementary class with two adults (teacher/counselor/school nurse) present for classes dealing with human growth and development.

Field Trips

Field Trips

Permission slips must be distributed and accounted for in the case of all field trips including Day Trips. In KG and ES a year long field trip permission slip is collected at the beginning of the year.
Consistent attendance taking must be conducted.
Overnight trips should have daily communication from chaperones to division principal, parents and Head of School.
Male chaperones cannot enter hotel rooms of students, female chaperones can enter rooms.
Immediate reporting of disciplinary, and or health and safety issues that occur on the trip to the division principal and the Head of School.
No consumption of alcohol or use of drugs or tobacco by chaperones or students on the trip.

Use of alcohol, tobacco products and/or drugs

Use of alcohol, tobacco products and/or drugs
Faculty and staff at Seisen International School are expected to respect the laws of Japan pertaining to the consumption of alcohol, tobacco and drugs. Consumption of alcohol at school-sponsored events is restricted to the explicit permission of the Head of School. Alcohol cannot be consumed or stored in the classrooms at any time. Staff parties are restricted to designated areas and designated times by the Head of School. (for example the teachers’ cafeteria and larger parties in the main cafeteria). The entire Seisen International School campus is a non-smoking environment. At no time can an adult employed by Seisen International School purchase for, or share/supply a student with any alcohol, tobacco or drug product.

Use of electronic devices and computers

Intimate Care Practice

Intimate Care Practice
Good Practice Checklist for Early Years Staff:
Intimate care can be defined as any care that involves washing, touching or carrying out an agreed procedure to intimate personal areas in order to care for another person. Intimate care tasks are associated with bodily functions, body products and personal hygiene that may involve direct or indirect contact with, or exposure of the genitals. All intimate care is provided in a manner so as to maintain the child or young person’s dignity and confidence. The child or young person is cared for in a way that avoids distress, embarrassment or pain.
For entry into Seisen’s Kindergarten 3-6 yr. old program, it is an expectation that all students are toilet trained and are able to go to the toilet independently. In the case where a student is not toilet trained or has regressed please inform the parents immediately. Staff need to work in partnership with the child or young person’s parents or carers to discuss their needs as to when the student can reintegrate into the regular school routine. The Buttercup toddler class are not expected to be toilet trained when joining our school but the same procedures and care will be followed when they start their toilet training.

When a child needs help toileting or has had an accident, alert another staff member that you are with a child.
Always where possible, keep the toilet doors open and remain visible.
Ensure the child’s dignity at all times; they should be appropriately covered if possible.
Reassure the child and tell them what you plan to do. Listen to the child’s wishes.
If the child is distressed or protesting, stop the care immediately and inform the parents later.
Encourage the student to be independent and to do as much as they can by themselves eg ‘Can you take toilet paper and wipe your bottom’.
If possible especially in the case where a child has been sick/had an accident, use gloves and an apron when trying to clean the child. Ask for additional support (i.e school nurse, cleaners and/or other members of staff) if need be.
Send the soiled clothes home in double plastic bags. Spare clothes can be found in the child’s own cubby.
In the case where a child/children are in a cubicle or bathroom with a closed or locked door, knock to inform the child that you are there. Ask the child to dress themselves and to open the door. In the case that the child refuses, ask them to explain why. If the child is not speaking, explain that you will have to call someone to open the door to check on their well-being.
If a student is using a cubicle/toilet, only one student is permitted with a closed door.
Cameras, iPhones and recording devices are never taken into bathroom areas.
Wherever possible, staff should care for a child of the same gender.
Class Teacher will report the duty of intimate care to designated Teacher following the event and record.
Inform the parent about the care that was administered. Office staff member will phone / talk to the parent about the incident and the care that was administered.

School Nurse: The school nurses have an infirmary where they receive students, staff and parents. For confidentiality reasons they may close the door and curtain. The school nurses have the right to administer medication and treatments with the approval of parents/guardians. This may necessitate touching body parts of students (such as administering creams, ice packs) or asking students to undress to show injured or affected body parts. In this case the nurses always ask the students' permission and explain what they will do before doing so. The parents are also always informed by the nurse that this has occurred.

ACKNOWLEDGEMENT OF SAFEGUARDING POLICY AND CODE OF CONDUCT:

ACKNOWLEDGEMENT OF SEISEN INTERNATIONAL SCHOOL’S SAFEGUARDING POLICY AND CODE OF CONDUCT:
I, _____________________________ acknowledge that I have read and that I understand Seisen International School’s Handbook on Student Safeguarding and its Code of Conduct and I agree that in the course of my association with Seisen International School, I must follow the Code of Conduct and I must never :
Hit, physically assault, or physically or verbally or psychologically abuse students
Act in ways towards students that - also from a psychological point of view- may have a negative effect on their development, including their social and rational development.
Engage in sexual activity or have sexual relations with a student irrespective of the definition of the age of majority or the way in which consent is legally defined in different countries - believing that a student is older, than s/he in fact is, cannot be considered an acceptable defense.
Have relations with a student that can be in any way considered exploitation, maltreatment or abuse.
Act in ways that may be abusive or put a student at risk of exploitation, maltreatment or abuse.
Use language, make suggestions or offer advice that is inappropriate, offensive or abusive.
Behave in a manner that is inappropriate or sexually provocative.
Establish or engage in continuous contact with students using online personal communication not sanctioned by the school.
Do things of a personal nature for students that they can do for themselves.
Give money or goods or benefits to a student without your division principal being aware of this.
Offer transport in a car to a student without express parental/administration permission or in case of emergency.
Condone or participate in behavior by students that is illegal, abusive or endangers their safety.
Act in ways intended to shame, humiliate, belittle or degrade students or otherwise perpetrate any form of emotional abuse.
Discriminate against, show differential treatment towards or favor particular students to the exclusion of others.
I acknowledge that I must comply with the mandatory reporting regulations of Seisen International School and report any concerns, suspicions, or certainties about possible abuse or maltreatment of a student in accordance with the general procedures of Seisen International School’s Student Safeguarding Policy.
I acknowledge that I will cooperate fully in any investigation of abuse of students.
I understand that any action inconsistent with Seisen International School’s Code of Conduct or failure to take action mandated by the Code of Conduct may result in disciplinary action including termination of contract.
Name:     _______________________________________
Signature :    _______________________________________
Date :        _______________________________________

Child Protection Teams

Child Protection Teams - Roles and Responsibilities
It is obligatory for all faculty, staff and administrators to report incidents of physical or psychological violence, aggression, harassment, and physical or sexual abuse immediately or within the next school day, to a school counselor who, in turn, shall inform the principal and Head of School.
Students are encouraged to report incidents for which they themselves or others may be the victims. Reporting by students may be verbal or in writing and shared with any school employee, who, in turn, shall communicate this information to a school counselor in verbal and written format. The school counselor will inform the principal and Head of School. The counselor shall gather information and provide further written information including the date, person or persons involved, and any additional relevant information.
If there is reasonable cause to believe child abuse has occurred as defined within this document, the counselor will report to the Principal who shall follow the steps noted in these guidelines, documenting all aspects of the investigation and resulting actions. The Head of School will be informed at all stages by the principal and/or counselor.

Such actions include, but are not limited to, one or more of the following:
Conference with students involved
Parent notification
Meeting with parents
Meeting with others pertinent to the case, including the alleged perpetrator(s)
Contacting school nurse
Psychological assessment
Mandatory counseling sessions
Referral to the Child Protection Team
Reporting to child protection services
Legal action and prosecution by the authorities
Suspension or termination of employment (if a school employee)

Sample Flowchart for Reporting and Actions after Disclosure
Where there is cause to suspect child abuse or neglect, it is the responsibility of the staff member to report their suspicions to the counselor, or to the principal, should the counselor be unavailable. In all cases, the principal and Head of School will be notified.

Members of School Child Protection Team/Student Safeguarding Team

Designated Child Protection Officer (CPO)
School Division Counselor
School Nurse
Division Principal or Assistant Principal
Head of School

Members of External Multidisciplinary Team

Legal Representative
Medical Representative
Psychiatric Representative
Child Protection Services Representative

Media Policy

MEDIA POLICY
To ensure that consistent and accurate information will be given, only one person is designated by the Head of School to interact with the media representatives, if and when this is necessary. If there is a need it is better to have written statements for those inquiring rather than depend on interviews with the media representatives. Written statements given to the media will be posted for the staff’s information. Other staff members must avoid giving comments to the media.

Reporting

All Seisen International School staff, faculty and administrators are mandated to report incidences of abuse and neglect. All Seisen International School staff, faculty and administrators are also required to report suspicion of abuse or neglect. All reports of abuse and neglect must be made to the division counselor or division principal should the counselor be unavailable, within 24 hours for immediate response. The counselor reports to the division principal. The counselor and / or division principal must in turn report to the Head of School. Verbal reports must also be supported by signed written documentation by the person or persons submitting the report.

Staff members at Seisen International School must report suspected incidents of child abuse or neglect whenever the staff member has reasonable cause to believe that a child has suffered, or is at significant risk of suffering abuse or neglect. Reporting and follow up of all suspected incidents of child abuse or neglect will proceed in accordance with administrative regulations respective to this policy. Furthermore, cases of suspected child abuse or neglect may be reported to local authorities, the local child protection agency, the respective consulate in Tokyo, Japan, appropriate employer, and/or to the appropriate child protection agency in the home country. Seisen International School seeks to be a safe haven for students who may be experiencing abuse or neglect in any aspect of their lives. As such, Seisen will distribute this policy annually to all parents and applicants, will communicate this policy annually to students, will provide training for all staff, will make every effort to implement hiring practices to insure the safety of children, and will review the policy annually for compliance and effectiveness. The policy will also be posted on our webpage. In the case of a staff member reported as an alleged offender, Seisen International School will conduct a full investigation following a carefully designed course of due process, keeping the safety of the child at the highest priority.

Recruitment Practices at Seisen

Recruitment Practices at Seisen International School
Aligned with the recommendations of the International Task Force on Child Protection, we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection.
Seisen International School will:

Perform ‘live contact’ (phone, Skype, face to face) reference checks of at least 2 references.
Perform one reference check from direct supervisor of candidate (minimum level of Assistant Principal).
Contact all references through business email/business phone numbers.
Verify credentials.
Conduct internet checks of all prospective employees.
Require police background checks.
Review and update recruitment practices as per ITFCP recommendations/requirements.

Training

Reviews

The Role of the Child Protection Officer (CPO) at Seisen International School

The Role of the Child Protection Officer (CPO) at Seisen International School
In collaboration with the Head of School and the Child Protection team the CPO
Creates a culture of safeguarding at Seisen International School aligned with our mission of providing a safe environment.

Acts as a lead on the Child Protection Team in cooperation with the Head of School.
Maintains a working knowledge of local laws and regulations ensuring that there is an understanding of these by the leadership team and that they are reflected in school policies.
Acts as a member of the Crisis Management Team when context requires.
Acts as the point of contact for all internal and external referrals.
Gathers and maintains accurate confidential written reports, minutes of formal and informal meetings in regards to cases.
Conducts a review with the Head of School after any incident occurs to ensure all policies and procedures were followed and identifies if any modifications need to be made.
Acts as liaison when necessary between all government child protection agencies, the police, and the school.
Participates in the Japan Council of International School sponsored meetings in regards to Child Protection issues at JCIS schools.
Ensures policies and procedures are reviewed annually.
Collates access to resources, professional development, parent information sessions on community learning around student safeguarding and child protection.
Acts as a support person to students, staff or faculty who make referrals or identify an issue.

GUIDELINES FOR RESPONDING TO A STUDENT'S DISCLOSURE

GUIDELINES FOR RESPONDING TO A STUDENT'S DISCLOSURE

If a student asks to speak with you, try to find a neutral setting where it is quiet with few interruptions.
Let the student know they are safe talking with you, and that you may have to tell someone else if they are in an unsafe situation. Reassure her that you will not tell anyone who isn’t directly involved in helping her be safe. Do not let a student swear you to secrecy before telling you something. You may need to report, which the student will view as breaking your trust with them.
Listen calmly and non-judgmentally, letting her explain in her own words. Practice reflective listening (repeating back what you heard) so that the student can correct you if you misheard something. Don’t pressure for a great amount of detail. Do not lead the student in telling.
Respond calmly and matter-of-factly. Even if the story that the student tells you is difficult to hear, it is important not to register disgust or alarm. Try not to overreact emotionally.
Refrain from making judgmental or disparaging comments about the abuser - it is often someone the student loves or with whom he/she is close.
Refrain from making promises to the student that things will get better.
Refrain from confronting the abuser.
If the child does not want to go home, this should be considered an emergency. Report and handle immediately by contacting your school-based Support Team. Do not take the child home with you!
Explain to the student that you must tell a Counselor to get help. Remind her she is not in trouble, not to blame, and that she did the right thing by telling you.
Respect the student's confidentiality. Share with the Child Protection Team, but do not discuss openly in public places at school in front of students/ staff / parents.
Empower the student by as much as possible allowing the student a part in the process. This may be dependent upon the age of the student.
As soon as the child leaves, document the disclosure by completing the safeguarding reporting form. The form should be printed out and completed in pen. The form should be submitted to the CPO (Miyako) within 24 hours.

Please note: teachers are not investigators. Your role is to listen and respond to disclosures in order to determine the next step for students to get the help they need.

PLEASE REPORT TO ONE OF THE COUNSELORS FOR THE NEXT STEPS

Whistle Blowers' Policy Statement

Whistle Blowers' Policy Statement
Seisen International School is committed to the highest standards of openness, integrity and accountability when working with our students, faculty and staff. All persons working for, or with Seisen International School, must feel safe and supported in order to express their concerns.
The professional expectation of Seisen International School of all its faculty and staff is for them to express any concerns that they may have with regards to the conduct of any individuals in contact with our students.
This policy document is intended to encourage and enable our staff to raise their concerns and to do so without fear of victimisation or discrimination. It does not replace the Complaints Procedure or the Safeguarding Policy.The concern may relate to something that is happening or has happened in the past.
This policy aims to:

Encourage adults working for or within the school to feel confident in raising concerns
Provide a process by which concerns can be raised and dealt with
Receive feedback on the process (where appropriate)
Provide a means by which staff can receive support where concerns have been raised.

What does the safeguarding whistleblowing policy cover?
This policy is designed to cover concerns that faculty / staff have about the conduct of individuals in a position of trust within the school which could be detrimental to the safety or wellbeing of students and where faculty / staff, for whatever reason, feel unable to raise them under the school’s standard student safeguarding procedures around dealing with such allegations. It would include issues about:

Unprofessional behaviour on or off campus, including online.
Bullying
Any form of abuse (physical, sexual, emotional or neglect)
Name calling
Personal contact with children and young people which is contrary to Seisen International Schools policies and codes of conduct
Any form of racial abuse
Inappropriate sexualised behaviour

Knowledge about an individual’s personal circumstances which may indicate they could be a risk to children or unsuitable to work with children
Please be mindful that these are examples of concerns, and are not exhaustive.

Safeguarding against harassment or victimisation

Safeguarding against harassment or victimisation
Seisen International School is committed to professional standards and to supporting staff and parents. It is recognised that the decision to report a concern is a difficult one to make. Harassment or victimisation will not be tolerated and the school will take appropriate action in order to protect the person raising the concern when they are acting in good faith.

Confidentiality
All concerns will be treated in confidence, however, there may be a need for the whistle blower to give evidence e.g. if they have witnessed a crime or in regard to disciplinary procedures if this is the outcome.

Anonymous allegations
This policy encourages faculty/staff /parents to raise concerns to be identified in doing so as part of their professional role/responsibility. However, anonymous allegations will be investigated as thoroughly as possible.

False allegations
If staff raise a concern in good faith which is not confirmed by an investigation, no action will be taken. However, if a concern is raised maliciously, disciplinary action may be taken. If a parent raises a concern maliciously, that concern may be reported to outside authorities.

Student Safeguarding during Online Learning Conditions

Student Safeguarding during Online Learning Conditions

“Seisen International School, a Catholic international school, educates future world citizens to become men and women for others and with others, in the spirit of Jesus Christ.
Seisen International School’s mission is to provide a safe environment in order to empower each student, through shared responsibility, creativity, and human interdependence, to develop their unique talents and to become competent and compassionate players in our global society, capable of empowering others and of bringing hope and peace to our ever-changing world.”

In a situation where we need to activate our Online Learning Contingency Plan, a “safe environment” also encompasses the online learning environment we are providing for our students.

Seisen International School’s mission, in accordance with and support of the UN Declaration of the Rights of the Child (1990), the recommendations based on the International Task Force on Child Protection (2015), and also in conjunction with Japanese laws regarding Child Protection, defines the term “child” as students under the age of 18. However, due to our position of trust in the lives of our students, Seisen International School acknowledges that a student at Seisen is considered under our duty of care until the time of their graduation, irrespective of the age of the student.

During circumstances where we need to activate our Online Learning Contingency Plan, the Code of Conduct which a Seisen International School Employee signs at the start of the year remains binding.

The essential components of our Student Safeguarding Policy are as follows:

A Code of Conduct that guides interactions between adults and students at Seisen International School
Guidelines on recognizing, responding to, and reporting allegations and suspicions of child abuse and neglect at Seisen International School
Guidelines on screening and selecting staff, faculty and volunteers at Seisen International School
Training and education about child sexual abuse prevention
Ensuring safe environments and practices
Connecting to local authority and resources via the protocols established by the Japan Council of International Schools

The following components are of specific importance when classroom instruction goes online:
#1, #2, #5, #6.
It is the professional obligation of Seisen International School Employees to review these components should our Online Learning Contingency Plan be activated.
In addition, the following needs to be taken into consideration:

For Teachers:

1) Treat the virtual classroom as a professional space on Seisen International School's campus.
Any recordings or "live" classes on Zoom or other online platforms should take place in a professional manner - professional dress, appropriate location (not bedrooms or bathrooms), an awareness of what the students may see in the background. When possible an appropriate virtual background can be used by a student who has no other area apart from their bedroom to use their computer. Avoid introducing family members or friends that may be present during your recording.

2) At no point should a faculty member agree to hold a one-to-one session or indeed small group session offline, for example at a coffee shop, student's home or teacher's home. In KG and ES, a parent must present for any online one-to-one meeting platform. In MS and HS, permission should be sought from the Division Principal and the session recorded with one-to-one online sessions. However, holding such sessions if at all possible should be avoided if non-essential. In learning support sessions, the Principal needs to be notified of the continuance of what would be considered the regular ongoing sessions within the designated timetable.

3) Should you have concerns about a student's well being, please report to the Division Principal and the Division Counselor immediately. A phone call is appropriate, as emails may not be seen for a few hours. Documentation of the event/concern should follow as soon as possible within 24 hours to Miyako as our Child Protection Officer. If we need to act, the sooner we know if a child is at risk the better.

4) If a student is not attending/engaging in online learning, please in KG and ES email the parents and copy the Division Principal on the email; in MS and HS please email the student, the parents, and copy the Division Principal. If there is no response in KG and ES the teacher calls the parent. In MS and HS the MS or HS admin team calls the parent

For Counselors:

All counseling interactions must be in adherence to the Seisen International School Student Safeguarding Policy and in line with ethical counseling practices.

The same rules of parental consent that apply on Seisen International School’s physical campus will apply for any online counseling sessions on our virtual campus.

The same boundaries that take place at school with counseling stand for online counseling. Sessions are confidential, not recorded by either party, and the following limits of confidentiality remain: What is shared between the student and counselor can remain between the student and counselor unless:
the student gives permission to the counselor to share with another trusted adult,
the student is being harmed by someone (or a threat of harm is disclosed)
the student is harming or threatening to harm herself or himself.

In these cases, the counselor must report to the CPO and Head of School and then follow school protocols for reporting.

1) Counselling sessions should continue online as per previous on campus practice. Postponement should be avoided to prevent escalation of initial reason for referral. If the family returns to their home country which is different to the country to where the student is schooled, consideration should be given to outsourcing to a professional service in that country. This is dependant upon initial reason for referral and the practicality of time differences.

2) Parents should be informed of the continuation of counselling. Confirmation should be sought to continue online.

3) If a child is in crisis accessible support networks, such as some help lines, walk in counsellors such as those at TELL and counselors on the school approved referral list can be contacted.

4) To maintain the safety of both the student and counselor, counselors will continue to take notes of counseling sessions and will provide a log to the Division Principal and Head of School of day and time that the counseling session took place, the grade and initials of the student, and a very brief description of the issue- i.e., “friendship issues” or “time management”.

Child Protection Laws in Japan

Child Protection Laws in Japan
1. Child Welfare Act (Japanese, updated in 2018)
https://elaws.egov.go.jp/search/elawsSearch/elaws_search/lsg0500/detaillawId=322AC0000000164_20180402_429AC0000000069&openerCode=1

English translation (translated in 2009)
http://www.japaneselawtranslation.go.jp/law/detail/?vm=04&re=01&id=11

2. Act on the Prevention, etc. of Child Abuse (Japanese, updated in 2017)
https://elaws.e-gov.go.jp/search/elawsSearch/elaws_search/lsg0500/detaillawId=412AC1000000082&openerCode=1

English translation (translated in 2014)
http://www.japaneselawtranslation.go.jp/law/detail/?id=2221&vm=04&re=01

3. The latest amendments of the relevant laws (Japanese)
https://www.mhlw.go.jp/content/01kaisei_sinkyu.pdf

Overview of Japanese Laws related to Child Pornography

https://docs.google.com/document/d/1xo6LzhS3ndUG8UMxuwfTl0IikOM1p-UQs34tfb82-PE/edit

JAPANESE CHILD PROTECTION LAWS

Japanese Child Protection Laws

Child Welfare Act 1947 (rev. 2016)

Article 1.

All citizens shall endeavor to ensure that children are born and brought up in good mental and physical health.
All children shall equally be afforded the guaranteed level of life and be kindly treated.

Article 4.

The term "child" as used in this Act shall mean a person under 18 years of age.

Child Abuse Protection Act 2000 (rev. 2004)

Article 1. Child abuse is a grievous infringement on the rights of children, which can have serious effects on their mental and physical growth and character formation.

Article 2. In this law, "child abuse" shall mean one or another of the following acts done to a child (a person under 18 years of age, both here and hereinafter), by a guardian (a person exerting parental authority or another person acting as caretaker of a minor having actual custody of the child; the same shall apply hereinafter):

Physical abuse resulting in bodily injury to a child, or violent acts deemed to result in such injury. It is stipulated that parental authority shall not inflict disciplinary actions to an extent that exceeds the levels necessary for custody and education.
Coercion of any child by a parent or a caregiver to engage in, or assist another person to engage in, any sexually explicit conduct with a child.
Preventing the normal physical and mental development of a child through neglect by markedly reducing nutrition, abandonment for over long periods, failure to prevent acts by a person living with the child other than the parent as described in the previous Item 2 or the following item, and seriously neglecting care as a guardian.
Strong verbal abuse or an attitude of rejection toward the child, or violent words and actions directed against a spouse living in the child's household (illegal physical aggression against the spouse ("spouse" also refers to people living in a marital relationship for all practical purposes, even though a marriage has not been registered) that is injurious to life or body, or corresponding words or actions that cause psychological damage) that cause severe psychological trauma in the child.

Japanese Civil Code

Article 1.

67) The Law for Punishing Acts Related to Child Prostitution and Child Pornography, and for Protecting of Children, which took effect in November 1999, the law defines "child" as anyone under 18 years of age and punishes such acts as engaging in child prostitution, producing child pornography for the purpose of sale, etc.

Selected Articles from the UN Convention on the Rights of the Child

Article 1 (Definition of the child):

The Convention defines a 'child' as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below 18 and to increase the level of protection for all children under 18.

Article 2 (Non-discrimination):

The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.

Article 3 (Best interests of the child):

The best interests of children must be the primary concern in making decisions that may affect them. All adults should do what is best for children. When adults make decisions, they should think about how their decisions will affect children. This particularly applies to budget, policy and law makers.

Article 19 (Protection from all forms of violence):

Children have the right to be protected from being hurt and mistreated, physically or mentally.