MARIST BROTHERS INTERNATIONAL SCHOOL

Safeguarding Policy
Approved: By Board on 3 September, 2022
Revised: September 2023

Commitment Statement

This policy is designed to supplement the Social Emotional Learning component of ourschool curriculum. All children have the right to attend a school in which their safety is of thehighest priority. Marist Brothers International School has set high standards for student
safety, and all employees/volunteers, through the policy, will be informed of their collective
responsibilities and necessary actions.

Shawn Hutchinson
Head of School1

Contents
Commitment Statement

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Contents2

Section 1: Introduction
1.1: Background and rationale
1.2: Terminology
1.3: Scope of the Policy
1.4: Roles and responsibilities

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Section 2: School Safeguarding Strategies
2.1: Prevention
2.1.1: Safe hiring practices
2.1.2: Education and training
2.1.3: Risk assessment and management
2.2: Identification
2.2.1: Reporting
2.2.2: Responding
2.3: Management
2.3.1: Guiding principles
2.3.2: Intervention
2.3.3: Follow-up support plans
2.3.4: Documentation
2.4: Process Evaluation

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Section 3: Appendices
Appendix 1: UN convention on the rights of the child
Appendix 2: Types of abuse and their possible indicators 13,14
Appendix 3: Japanese Child Abuse Prevention Act. (Excerpt) 13
Appendix 4: School Code of Conduct
Appendix 5: Risk assessment evaluation form for school trips
Appendix 6: Safeguarding concern reporting form
Appendix 7: MBIS Abuse reporting process
Appendix 8: Safeguarding Documentation FormAppendix 9: Local/international/online resources
Appendix 10: References

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Section 1: Introduction31.1: Background and rationale
All children have the right to education in a safe and secure environment free of violence.
Violence of any form against children, regardless of the nature or severity, is harmful, andhas a serious and long lasting impact on their health, development and school performance.1
However, violence against children remains a common issue globally.2 It is important toremember that it can occur regardless of their culture, class, education, income or ethnic
origin. It often happens in places designed for their care and protection such as in schools,
online, and within the home by people that the children trust such as their family members,school staff members, or peers.1
A 2014 United Nations International Children’s Emergency Fund (UNICEF) analysis
estimated that 6 in 10 children aged 2-14 (almost 1 billion worldwide) had experienced
regular physical punishment by caregivers in the past month. Even higher proportions (about
7 in 10) experienced psychological aggression, such as being yelled at or called names.3
Abuse between peers such as bullying is experienced by close to 130 million students aged
13 to 15 worldwide.4
Children nowadays have been brought up with technology and most use it intuitively.
Worldwide, 1 in 3 internet users is under the age of 18 years, and adolescents’ use of theInternet for social networking has become the main part in shaping their identities and peer
relationships.5
Although growing up online offers limitless opportunities, a child’s online presence provides
new avenues for direct, unsupervised contact with harmful materials such as violent content,
cyberbullying and predators who may groom children for sexual purposes. Protecting
children online, while at the same time allowing them to connect to the world and to express
themselves, is a major challenge of our time.5
The protection of children from all forms of violence is a fundamental right enshrined in the
United Nations Convention on the Rights of the Child (Appendix 1). In 2015, all United
Nations (UN) member states adopted the Sustainable Development Goals (SDGs) to createa world where no one is left behind. Three goals in the SDGs speak to the issue of violenceagainst children. In particular, Goal 16 aims to end all forms of violence against children andgives renewed impetus towards the realization of the right of every child to live free fromfear, neglect, abuse and exploitation.1
Marist Brothers International School (MBIS) is committed to the safety and well-being of allchildren. As a school that prioritizes strength and growth through community, we mustensure that all students thrive within a safe, positive, and caring learning environment. In
accordance with the United Nations Convention on the Rights of the Child (Articles 19 and34), the Japan Council of International Schools (JCIS) acknowledges the duty of care tosafeguard and promote the welfare of children. We are committed to promoting support forhuman rights, gender equality and non-discrimination against vulnerable groups, andensuring safeguarding practice reflecting statutory responsibilities, government guidance,and compliance with best practice and accrediting body requirements.

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The MBIS Safeguarding Policy codifies our school’s commitment to protect all children fromall forms of abuse. It serves to support and protect our students, utilizing both preventative
measures and a systematic approach to assessing and responding to potential cases ofabuse.

1.2: Terminology
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Child: In this policy a child is anyone under the age of 18 or anyone enrolled at
MBIS.
Stakeholder: An individual or group that is personally and/or professionallycommitted to ending violence against children, and invested in the children’s health,safety, and wellbeing. This may include, but not limited to the school board members
and administrators, faculty, staff members, outside vendors, caregivers andguardians, local authority, and community members.
Safeguarding: actions that a school can take to prevent, identify and respond to theharm and abuse of students.
Child abuse: Child abuse is any form of physical, emotional and/or sexual
mistreatment or lack of care that causes injury or emotional damage to a child oryouth. Children may experience multiple forms of abuse simultaneously. The misuseof power and/or a breach of trust are part of all types of child abuse. (Appendix 2)Child maltreatment: Child abuse and neglect, includes all forms of physical andemotional ill-treatment, sexual abuse, neglect, and exploitation that results in actualor potential harm to the child’s health, development or dignitiy in context of a
relationship of responsibility, trust or power.6
Peer on peer abuse: 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), friendships, and wider peer associations, including
bullying.7
Bullying: Intentional and aggressive behavior occurring repeatedly against a victim
where there is a real or perceived power imbalance, and where the victim feels
vulnerable and powerless to defend himself or herself.8
Violent discipline: Child discipline method that relies on physical (corporal)
punishment and/or psychological aggression.9
Corporal punishment: Any punishment in which physical force is used and intended
to cause some degree of pain or discomfort, however light.10

1.3: Scope of the Policy●

MBIS does not tolerate any form of abuse. This policy is developed to provide
effective procedures and practices in order to prevent, identify, and appropriately
respond when an adult-to-child or a peer-on-peer abuse is suspected. We havechosen to adopt a wider interpretation of our safeguarding responsibilities rather thanlimiting it to children. The school’s child protection responsibility applies to allstudents, current or former, regardless of age. All members of the MBIS community
including, but not limited to, students and their families, employees, volunteers,5visitors, board members, outside vendors and subcontractors, are bound by thispolicy and are expected to make an utmost effort to identify and report any
suspected abuse, prioritizing the safety of the students before anything else.

1.4: Roles and responsibilities●●●

The school…
○ Recognizes an organizational obligation to make an effort for early detection
and to notify the local authority of any possible child abuse cases.
○ Provides proper and frequent child safeguarding training opportunities to theemployees, external contractors and volunteers.
○ Ensures to follow safeguarding best practices during hiring and when
responding to safeguarding cases in line with the Council of International
Schools (CIS) and JCIS guidelines, and Japanese law (Appendix 3).
○ Responds compassionately to support alleged victims while avoiding stigma,
blame and minimization of the violence, or prioritization of the reputation of
perpetrators or institutions over the well-being of the students.3
Safeguarding Task Force…
○ Includes Head of School, Deputy Head of School, Head of Lower School,
Director of Guidance, School Health Officer, and the Safeguarding Lead. The
Task Force may include the Board of Directors, legal representatives, andlocal authorities depending on the nature of the allegation.
○ Undertakes detailed training and workshop annually regarding childsafeguarding, child protection, online safety, and school security. Training
will include roles and responsibilities of individual members of the
Safeguarding Task Force, as these are more extensive than other
employees, as well as scenarios and examples.
○ Assembles meetings when there is a report of possible safeguarding casesand perform an internal review of the allegation where there is reasonablecause, and determine further action.
○ Annually reviews and revises the Safeguarding Policy based on any updated
local and international guidelines as appropriate.
○ Quarterly reviews the school’s response to past safeguarding cases to ensure
the effectiveness of the school’s efforts to safeguard the students.
○ The Head of School ensures that the School Safeguarding Policy is available
and understood by all stakeholders.
○ The School Guidance Counselor will abide by the ethical responsibilities
outlined in the American School Counselor Association’s (ASCA) EthicalStandards for School Counselors (adapted to reflect an international school
setting).
Safeguarding Lead…
○ Is appointed by the Safeguarding Task Force.
○ Acts as the point person for any safeguarding cases, and coordinates action
with the Head of School.
○ Reviews the Task Force action with the Head of School after each incident,
and makes modifications for the future.
○ Communicates and coordinates efforts with local authorities.
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Coordinates and ensures that the safeguarding training has been completedby all employees including full-time employees, part-time employees,
substitute teachers, volunteers, and outside contractors that are directly
involved with the daily school operation.
○ Participates in JCIS sponsored child safeguarding related professional
development opportunities and other continuing education workshops in childprotection in addition to detailed training mentioned above.
○ Stays up to date with local and international professional developments inchild protection and safeguarding, and promotes best practice in childsafeguarding in school.
○ Annually reviews and interprets the guidelines of UN, World HealthOrganization (WHO), CIS, International Centre for Missing & ExploitedChildren (ICMEC), Ministry of Education, Culture, Sports, Science andTechnology (MEXT), and Ministry of Health, Labour and Welfare (MHLW) for
any updates and shares the information with the members of the Task Force.
○ Organizes and facilitates safeguarding related presentations and community
learning sessions.
Employees and Volunteers…
○ Model good behavior.
○ Sign and abide by the “MBIS School Code of Conduct”.
○ Only use official school email to correspond with students, and will notconnect with students or post students’ photos on personal social media
accounts without prior parental or administrative approval.
○ Only use the adult toilets while on campus within reason.
○ Undertake introductory safeguarding training upon employment, and at
minimum a refresher course annually thereafter. All employees will complete
the annual training by September 15th.
○ Continue to ensure digital literacy is incorporated into the curriculum topromote the knowledge, skills and strategies necessary for the students tothrive in the digital world while staying safe online ie. blocking content, using
privacy settings, avoiding the posting of identifying images and names (i.e,school uniform, school building, full name), choosing appropriate images toshare, critically analyzing content and sources.
○ Ensure a safe online environment while performing school activities (i.e, using
waiting rooms when conducting Zoom lessons and only admit students
whose name is displayed correctly.)
Students…
○ Sign and abide by the information contained in the “Student Technology
Usage Policy”.
○ Sign and abide by the “Student Technology Access Agreement”.
○ Abide by age requirement guidelines set forth by online platforms.
○ Avoid revealing personal information online (Full name, where they go toschool, etc).
○ Use privacy settings and avoid accepting friend requests from strangers onsocial media platforms.
○ Use school email or other official platforms such as Google Classroom whencommunicating with school employees and volunteers.
○ Do not engage in harmful challenges.
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Consider the lasting impact of information before posting online.
Use their correct name and have cameras on at all times (where possible)
during school activities conducted remotely.
○ Report dangerous contacts, harmful content and unacceptable behaviors
through the available channels.
Guardians and families…
○ Understand the different types of child abuse and the school Safeguarding
Policy, and provide a safe and positive environment for children, without theuse of violent discipline.
○ Understand the school’s duty to report any suspected child abuse to theauthorities, and cooperate with investigation when requested.
○ Abide by the school’s visiting policy. Sign in and out at the school office whenarriving at and departing from the school, and have a specific purpose forbeing on campus.
○ Wear a school tag at all times while on school property.
○ Do not take any photos without prior permission from the administration.
○ Do not ask students for their personal information.
○ Only use the adult toilets while on campus.
Outside Contractors and Guests..
○ Sign in and out at the school office when arriving at and departing from theschool.
○ Wear a school tag at all times while on school property.
○ Do not take any photos without prior permission from the administration.
○ Do not ask students for their personal information.
○ Only use the adult toilets while on campus.
Local Agencies○ Municipality: Provide consultation, investigation and guidance when apossible child safeguarding case is reported.
○ Child guidance center (This comprises professionals such as a child welfare
officer, child psychotherapist, medical doctors and part-time or full-timelawyers): - Provide professional consultation and legally enforceable
investigation.
- Provide assessment and decision on measures, take temporary protective
custody and admit the child to a foster home or an institution.
- Protect children's safety and provide care for the child.
- Support the whole family toward family reintegration, provide public
assistance depending on each family’s needs, and support the independenceof the child who can not rely on their family.
Embassies or Local Employers○ When a child of foreign national origin becomes the subject of a childsafeguarding case, has required immediate protection, or is made subject tocare proceedings, the embassies of the relevant foreign authority andemployers should be informed.

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Section 2: School Safeguarding Strategies92.1: Prevention
2.1.1: Safe hiring practices
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The MBIS Administration team will undertake safe recruitment best practices withspecific attention to child safeguarding when hiring any employees regardless of theircapacity as full or part time.
All job postings at MBIS will state the school’s commitment to safeguarding, andscreening procedures will be included in the hiring process.
Specific safeguarding related questions will be asked during interviews and reference
checks.
Background checks are a mandatory part of the hiring process. The availability ofsuch checks may be limited by the privacy laws of individual countries or states, butwill typically include: Credential checks; Multiple reference checks; Criminal history
checks; Sex offender registry checks.
MBIS reserves the right to conduct retroactive background checks at any time after
employment. False or misrepresented information provided by employees may result
in contract termination.
MBIS employees will undertake mandatory safeguarding training. This training is toinclude, but is not limited to: Understanding different forms of abuse; Identifying andunderstanding indicators of abuse; Best practices when interacting with potential
victims of abuse; Understanding the steps required when reporting abuse;
Familiarization with Japanese law.
The Administration will ensure that all staff have access to, and have completed,mandatory training before September 15th of each school year.
All MBIS employees will be required to sign the staff code of conduct upon
employment, and records will be kept in the employee files (Appendix 4).

2.1.2: Education and training
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MBIS will ensure that all employees, outside vendors, and volunteers with directcontact with students have an opportunity to receive an initial induction training for all
employees before the set due date.
MBIS will ensure that all employees, volunteers and outside agency employees thatinteract with students (janitorial staff, school bus drivers and attendants, external
sports coaches, etc.) will complete the appropriate training mentioned above.
Outside vendors and guests who do not interact with students are not required tosign the agreement form, but must agree and adhere to the school visitor guidelines
upon checking in.
Student learning○ MBIS will provide ongoing opportunities, throughout the whole-school
curriculum, for students to develop skills and knowledge relevant to personaland interpersonal well-being.
○ Adult-to-child and peer-on-peer sexual abuse will be incorporated into thehealth class curriculum.
○ Students will be provided with multiple opportunities to learn about the typesof abuse, and how to report incidents of abuse.
○ Online safety/digital citizenship training (technology usage policy, technology
access agreement, age appropriate discussions about safe and positive use
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○of social media, age limit and liability to social media platforms, how to report
inappropriate or harmful online content) will be incorporated into thecurriculum from an early age, and before they start to engage with social
media platforms.
Social emotional learning programs will be examined and enhanced.

2.1.3: Risk assessment and management
Whenever there is a school event that poses potential risk to children such as an overnight
trip, risk must be assessed, and proper risk mitigation measures must be planned by theevent organizer (Appendix 5). This assessment must be reviewed and approved by theadministration team prior to the event.

2.2: Identification
The Japanese Child Abuse Prevention Act indicates that the school has a duty for earlyrecognition and reporting any possible child abuse cases11 (Appendix 3). MBIS is dedicatedto providing high-quality reporting and response mechanisms as well as compassionate,competent, comprehensive care and support in case a possible instance of abuse isdetected. All faculty and staff, outside contractors and volunteers who interact with students
need to understand their responsibilities for recognizing and responding to cases of abuse ina victim-centered approach3.

2.2.1: Reporting●

Safeguarding concerns○ MBIS employees will be aware of the types of abuse and the common signsof abuse victims (Appendix 2).
○ All MBIS employees are required to report any concerns or a disclosure ofchild abuse promptly even if there is no concrete evidence. A report must be
made to the School Safeguarding Task Force promptly using a designatedform (Appendix 6).
○ Some examples of reportable concerns are■ A child is seen to have multiple bruises on his/her body.
■ A student discloses to a teacher that he/she was sexually assaulted
by a family member at a younger age■ An employee was witnessed contacting students by an unauthorizedmeans of communication.
■ A teacher notices that a student is wearing the same clothes for
multiple days and appears unhygienic.
■ An employee overhears a student talking about their parents being out
of town for multiple days and he/she is staying at home bythemselves.
■ A teacher was seen being alone with a student out of sight fromothers.

11○When a student discloses to an MBIS employee that he/she is being abused,the employee is expected to respond appropriately. Some examples ofappropriate and inappropriate responses are below12.

Do:
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Stay calm and show no signs of shock;
Listen attentively, and respond with empathy in a
non-judgemental and open way;
Convey belief, not blame on the student;
Only ask age-appropriate and open endedquestions wherever possible;
Use a drawing or a doll if necessary;
Let the student know that the disclosure is taken
seriously;
Remain supportive, and reassuring;
Validate the student’s feelings;
Inform them that sometimes it is necessary to telltrained professionals so that they can help thestudent properly;
Give the student some expectations as to what you
will do next (report to the Task Force) and why;
Allow the student control when feasible;
Consider the child’s language needs and whether
support in another language is necessary;
Reassure the student that he/she has done theright thing by coming forward;
Be aware that sometimes a victim may deny thefact that they have made a disclosure at a latertime;
Take notes in the students own words and make arecord as soon as possible following the disclosure;
File a report to the Safeguarding Task Force assoon as possible especially if the student’s safety is
at risk; andBe aware of the surroundings and who is around
you while making a report, and maintainconfidentiality.
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Do Not:● Ask the student to wait until another person
can be present to witness the disclosure;● View images or recordings of the student(instead, ask for a brief description andsecure the device as a possible evidence forlaw enforcement);● Interrogate the student, ask leading, yes/no,or unnecessary questions, or provide
language for the student;● Take notes during the disclosure● Speculate what the student meant to say or
editorialize the statement when filing areport;● Make promises that you may not be able tohonor (such as promising you won’t tellanyone or that this will never happen again);or● Suggest that the student may be blamed inany way for what happened.

MBIS Employees are required to report cases of concern to theadministration (as soon as possible and within 24-hours) either via
designated online reporting form or using the document (Appendix 6). Failure
to report abuse may result in disciplinary action.
The reporters must provide any available supportive documents.
Reports must be made in good faith, based on reasonable grounds forconcern.
The reporter is protected by Japanese law from the crime of unlawful
disclosure of confidential information, as long as the intent was to protect thechild.

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Reports made will be considered confidential, and should not be shared withother employees or community members. The information will only be sharedon a “need to know” basis.
If the concern pertains to one of the Safeguarding Task Force members, theirfamily member or a close friend, the report should be made to a different
member.
The responsibility of the employee is to gather information and report to the
Safeguarding Task Force, not to speculate on the accuracy of the informationor to take any action against the alleged person.

2.2.2: Responding●

Responding to the report (Team assembly, protection, investigation, consultation,
documentation)○ The reporting will take place according to the MBIS Abuse Reporting Process(Appendix 7)○ The initial report will be evaluated by the Safeguarding Task Force, who willthen determine if further action is required while maintaining comprehensive
documentation. If the report is involving a Task Force member or a family
member/a close friend of the Task Force member, this member will berecused from the case.
○ Safety of the concerned student will be assessed as soon as possible andwithin 24 hours.
○ If the Safeguarding Task Force determines that no further action is required,
they will still create a record of the report.
○ If further action is deemed necessary, the Safeguarding Task Force will
gather and assess the available evidence and file a report to the local
authority.
○ If the case involves an employee of the school, this employee will be put on atemporary leave until the investigation is concluded.

2.3: Management
2.3.1: Guiding principles●

Effective management of an allegation is guided by three duties:12○ The duty to children: to keep children safe and act in the best interests ofvictims and children. This takes precedence over all other duties.
○ The duty to the alleged perpetrator: ensuring that their rights are upheld(including their employment and privacy rights) and that the principles ofnatural justice are followed.
○ The duty to the law and mandatory reporting obligations: ensuring that local
and international legal obligations are complied with; allegations are reported
promptly to relevant external agencies; and that the school’s immediate
actions protect, as far as possible, the integrity of any future criminal
investigation.

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2.3.2: Intervention
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Intervention steps may include, but are not limited to, the following actions: interviews
with students; contact/meetings with guardians; referral to outside agencies or
specialists; monitoring the students attendance and behavior at school.
During and following the investigation process, care and support must be
consistently provided to: the alleged victim(s); the alleged perpetrator(s); thereporting person.
MBIS employees accused of abuse will immediately be removed from contact withstudents until the investigation is resolved. Termination of contract or disciplinary
actions will follow the regulations outlined in the MBIS Rules of Employment. MBIS
employees cleared of abuse will: receive a written statement, issued by the Head of
School, a copy of which will be kept in their employee record; may still be subject todisciplinary action (e.g. in cases where abuse is not confirmed, but an instance ofprofessional misconduct has occurred.)If appropriate, the Safeguarding Task Force will contact and liaise with external
agencies (i.e., police, prefectural child welfare center.)
The school is obliged to report a potential child abuse case to Japanese authorities(per Article 6, Child Abuse Protection Act), and cooperate with the investigation andintervention performed by the authority.
If appropriate, the Head of School will inform the MBIS Board of Directors, providing
updates as required.

2.3.3: Follow-up support plans
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The student will be monitored while the case is open for any changes in behavior or
school attendance. Follow up interviews will be conducted with the student by the
Safeguarding Task Force.
If there is a further concern in the case, the Safeguarding Task Force will inform theauthority, and continue to cooperate with the investigation and intervention.
The investigation team will compile a case report once the investigation and followup actions are complete. The Safeguarding Task Force will store confidential, securerecords of the reporting and investigation process.
At the start of a new school year, The Safeguarding Task Force will review all active
cases, and communicate it with appropriate staff members (i.e., new homeroom
teacher).
The Safeguarding Task Force will review activated cases to ensure the efficacy ofthe policies and procedure, and make appropriate revisions.

2.3.4: Documentation●

All safeguarding-related meetings and reports will be documented in detail andwithout delay. The documentation must include the following, and be stored in thesafeguarding folder (Appendix 8).
○ Date and time
○ Names of the involved personnels○ Items discussed○ Plan

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These documents will be kept in the related student or staff folder, and kept
confidential.
These documents will only be shared with outside agencies or staff members asnecessary in order to protect students’ safety (requested by the authorities, change
in administration or homeroom teacher, student transferring to another school, etc)
and with an approval from the Head of School.
A clear log of with whom these documents are shared must be kept.

2.4: Process Evaluation●

In order to ensure that the policies and procedures are properly followed, and an
appropriate response has taken place, the school Safeguarding Task Force will
perform an annual review and audit of previous cases for its timeline,
communication, documentation, and identify areas of improvement.

15Section 3: Appendices16

Appendix 1: UN convention on the rights of the child17

Appendix 2: Types of abuse and their possible indicators 13,14
Types ofabuse
Physical
Abuse
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Definition
Assault the child in a manner that will cause or is likely tocause external injury on the body of the child.
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Possible Indicators
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may involve hitting (with hand or other item), punching,shaking, throwing, poisoning, biting, kicking, burning or
scalding, drowning, suffocating, sustained physical activity orsustained physical restraint, or otherwise causing intentional
physical harm to a child.
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Neglect&'()*

Substantially reduce the amount of food for the child orabandon and neglect the child for a long time period in amanner that may interfere with normal development of the childmentally or physically, or leave a person living together otherthan the custodian to commit any act that is equivalent to thoselisted in the preceding two items or the following item, orotherwise materially fail to perform the duty of custody as acustodian.

Medical or dental needs unattended — Lack of supervision —Consistent hunger — Inappropriate dress — Poor hygiene —Inadequate nutrition — Fatigue or listlessness — Selfdestructive — Extreme loneliness — Extreme need for affection— Failure to grow — Frequent lateness or non-attendance atschool — Low self-esteem — Poor social relationships —Compulsive stealing — Drug or alcohol abuse — Reluctance toreturn home->ABC-#DE>#üý€)F#GH€ìíWIJÁ€!"#ß$#ð¦Wñò6óG/ôõWö›•÷ø-.ùúû

àK—WLM€N*@ç#OO€àPQWRS@ç€TUÁ>#üý,ÔÕÖþk'#ÿ!Ü&ô/"#$-.%$&&G/V*Á€âWV5'€Xè#YZÁ€Xè#[\]^€_ù#

5':ÿ(#5'#üý1#å#ÔÕÖk:›œ#)Õ6ö›`2€kìíW`9>Ga€âbcd#eO€./Vfg#h

C*/9:;kiO€jkVWl™€mn>o?#pq€ÑÒ-#rs

Persistent failure to meet a child’s basic physical, medical,
social, or physiological needs, likely to result in serious
impairment of the child’s health or development.
\N]#+,VW$%V,-V,./V,*0V1€263±½9:)@45,\N]#67>ñò&89W:a6]±;½<=>)?•@ç)U•œ•/9:;

Psychological
Abuse
+,#$%

Use significantly violent language or take an extreme attitude of
rejection against the child, use violence upon one's spouse in a
family in which the child is living together (attacks on the bodyof the spouse that threaten the spouse's life or body, as well as
the words and behaviors equivalent to said attacks which
would have harmful effect on the spouse mentally or
physically), or otherwise speak or behave in a manner thatwould be significantly traumatic to the child.

Physical, mental and emotional development is delayed —Highly anxious — Showing delayed speech or sudden speechdisorder — 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 lackof concentration — Attention seeking behavior — Persistenttiredness — Lying

18

!"&š½/ö›•4ž-.ö›CÇtVWšu,!")ÿ!

$%V,•–V,Á\VWñò#`2€••àžÁ€žŸ#`½/îv&0M/kwxÖ&š½/4æ@3yœ*z-.$%2>&`ak6{|½]#{}92&~5/ß$&•aW€•6{¦•@§@#àK—WÁ\¨u€X©W¤Y>>ª«>€mn|½žY6•õ;1#å#!"&ö›•ß0V'(6‚8/ž

>o?#pq€ìíWîï€jkVWl™€•k¬->ÙÚÃ

Y65õ9:;€

Persistent emotional ill treatment of a child so as to cause
severe 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
only if they meet the needs of another person; age ordevelopmentally inappropriate expectations being imposed onchildren; causing children frequently to feel frightened; theexploitation or corruption of child’s innocence. Some level of
emotional abuse is involved in all types of ill-treatment of achild, though it may also occur alone.
\N]#Á\VWñò&89WO€•6{|½ôõW,\N]¡#ž¢:a€£›•¤¥-#àž€âbcd#eO€¡#_®àE>¯°æ#GH€±²6¯³/±³#5Y€

TUVWTUÁ€´žµ&š½/TUVWÁ\Vƒ„;\N]&,âQ.…d†@,[O2œ•WC,àPQ@3˜,åÜ#E^663±½9:)@4±«‡&#™d†)3/:ˆ‰/9:,Š‹>ñòŒ•&š›œàK—WŽ„6\N]&•½9:,\N]&ìí&ÙÚ6
Á+OP/9:,\N]#•‘O6’q›±˜,“”OP±˜½/9:;•–VWƒ„.,—Z@ñ*½/9:]3˜˜½),½™œ#š›#\N]-#ƒ„&œ;Ž#°@f‰yœ•˜½;

Sexual Abuse-#$%

Engage in indecency against the child or cause the child toengage in indecency;!"&‰•P•W5'6½/9:-.!"6›œ‰•P•W5'6OP/9:;Involves forcing or enticing a child to take part in sexual
activities, whether or not the child is aware of what ishappening. The activities may involve physical contact,
including penetrative or non-penetrative acts such as kissing,rubbing and touching inside or outside of clothing. They may
include non-contact activities, such as voyeurism, involving
children in the production or viewing of pornographic material,
encouraging children to behave in sexually inappropriate ways,
or performing sexual acts in their presence. In some counties
this includes the grooming of children in preparation for abuse,including on the Internet.

Pain or irritation to the genital area — Discharge from genitals— Difficulty with urination — Infection, bleeding — Sexually
Transmitted Diseases — Fear of people or places —Aggression — Regressive behavior, bed wetting or stranger
anxiety — Excessive masturbation/Sexually provocative
behavior— Stomach pains or discomfort walking or sitting —Being unusually quiet and withdrawn or unusually aggressive— Sleep disruptions, nightmares — Attention deficits —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 ora new “secret” friendship with an adult or young person —Refusal to continue with school or usual social activities — Ageinappropriate sexualized behavior or language*ÙÚ#Å™>ÛÃ,ÁÂÃ>ïÜ€>ÚŽ;#QÝ?‰Þ¾#ßà€>á-#ÁÂ€Ü>«¬&š½/ÙÚÁ€ª«>€â\N]#0¶è&ŽŽ‰;5,\N]&·L#¸'6¹‰5,

55Y,0ã›ä,åÜ-#àž€éè#âå5'æ>Vçñº»,¼½,ÉÊWN#¾¿5'˜±.À¾¿5'6ÁK$%

5'€è•±˜éy±˜½/:4#ÄÅ>àêÁ€••]þÔ

VÉÊ#ôõW>V5'6•E›±˜,Ây±˜½/9:;É&ëŽ@¸äV,˜±.ª«V@3/9:€ìí:a,Oî€Ê6Ã‰W•5':›œ.,lÄ,ÅÆÇÈÉ#ÊË>ÌÍ&±^Gï€\N]6Î7OP/9:,\N]&>V&àK—W5Y6:/®¯#ÛÜ&š›œ#ÙÚß>àáÁ€ÛÜŽ;®óWfß6

ôõÏ½9:,\N]#²#"@>V5'65õ9:,³µÐ¤M±9:>,ÛÜ>ôÖ:#£›•õö÷#øù\&••œ€ÑÒÓÔWN@ƒ„#~Õ6½/±³&\N]±Ö6×Æ€#ž{€ðú>¥¦#./XY#ûU#ÇÈ€Š‹&1ü‰WØµ×½/9:]ÁK;•>VW5Y>žY

ðV&.‹Œ#•ŽW•%ñàò#ôõW]#€19

Appendix 3: Japanese Child Abuse Prevention Act. (Excerpt) 13./01234565 7/891:1018;58<5=913>5.:?@4
ABC5 DEFGHI$%JKL
5 5 M85N4/@8;5@9O335O:?@45O52913>P
5 5 QRSTDEFGUT$%VUWXYZY[\
Article 5 Early Detection, etc. of Child AbuseA]C5DE$%J^_`abcde5 f4O294/@g58<<121O3@5O;>58094/5@0O<<5h8/i4/@58<5@29883@g52913>5h43<O/451;@010?018;@g5
98@N10O3@5O;>58094/5:8>14@51;j83j4>51;52913>5h43<O/451;5094528?/@458<50941/58N4/O018;@g5
O;>58<<121O3@58<52913>5h43<O/451;@010?018;@g5k4>12O35N/O201018;4/@g5N?:312594O3095;?/@4@g5
O008/;4l@mO0m3Oh5O;>58094/5N4/@8;@51;j83j4>51;52913>5h43<O/451;5094528?/@458<50941/5>?014@g5@9O3354;>4Oj8/5085>4042052913>5O:?@45O05O;54O/3l5@0On4g5O2i;8h34>n1;n509O05094l5O/451;50945N8@1018;@5085>4042052913>5O:?@454O@13lP
5 opTDEqrstTuvwJxDEJqrFyz{|}J~I•"€•opJ‚ƒ„
TDEqrstJƒ„T…†T‡ˆ†T‰Š‹wJxDEJqrFƒz{|}J~IŒ
XTDE$%V`aU•H[Ž•F~I•‘V’“UTDE$%J^_`aF”•Y–—˜YZY[\
c™e5 .5N4/@8;5N/4@2/1:4>51;50945N/424>1;n5NO/On/ON95@9O3354;>4Oj8/5085288N4/O045h10950945
N/42O?018;@5OnO1;@052913>5O:?@45O;>58094/5k4O@?/4@5<8/5N/4j4;01;n52913>5O:?@4g5O@5h4335
O@50945k4O@?/4@528;24/;1;n5N/8042018;58<52913>/4;5h9859Oj45@?<<4/4>52913>5O:?@45O;>5@?NN8/058<50941/5@43<m/431O;24g50Oi4;5:l50945;O018;O35O;>5382O35n8j4/;k4;0@P
5 š›Fœ•HIŒXTDE$%JžŸwJxJDE$%JŸL •FDE$%V¡–¢
DEJ‡Š€•’ŽJ£¤F|HI¥€•¦§¨©•"JsªF«¬HI-®”•Y–—˜YZY[\
c6e5 ¯29883@5O;>52913>5h43<O/451;@010?018;@5@9O3354;>4Oj8/50854>?2O045O;>54;31n904;52913>/4;5O;>52?@08>1O;@5<8/50945N/4j4;018;58<52913>5O:?@4P
5555555op€•DEqrstXTDE€•‡ŠŒFGUWTDE$%JŸLJ¢•J‚°±X²555`F”•Y–—˜YZY[\./012345³5 M801<12O018;58<5=913>5.:?@4
A´C5 DE$%F}Iµ¶20

cde5 .5N4/@8;5h9859O@5>404204>5O52913>5h985ONN4O/@50859Oj45@?<<4/4>52913>5O:?@45@9O335
N/8kN03l5n1j45;801<12O018;50850945k?;121NO310l58/50945h43<O/458<<12458/52913>5n?1>O;245
24;04/54@0O:31@94>5:l50945N/4<420?/4g58/50850945k?;121NO310l58/5@?295h43<O/458<<12458/52913>5
n?1>O;24524;04/509/8?n95O528kk1@@18;4>52913>5h43<O/45j83?;044/P
5 DE$%V¡–¢‘·¸—IDEV`aU¢ŒXT¹•ºFT•—V»¼½T¾¿ÀÁJtÂHIqrÃzÄÅUÆXDEÇÈÄ±XDEÉ„VÊUW»¼½T¾¿ÀÁJtÂHIqrÃzÄÅUÆXDEÇÈÄFµ¶UY–—˜YZY[\
c™e5 f945;801<12O018;5n1j4;5N?/@?O;050850945N/8j1@18;58<50945N/424>1;n5NO/On/ON95@9O335:45>44k4>5085:45O5;801<12O018;5n1j4;5N?/@?O;050850945N/8j1@18;58<5./012345™Ë58<50945Child
Welfare Act (Act No. 164 of 1947), and the provisions of the same Act shall apply.
5 5 š›Jœ•F-Iµ¶XT児童福祉法ÌÍÎÏÐÏÑÒÓAÔ´ÐÕÖ×AÏÐ]CJ
œ5 5 •F-Iµ¶‘ØYUWTÙÒJœ•VÚÛHI\c6e5 f945N/8j1@18;@528;24/;1;n509452/1k458<5?;3Oh<?35>1@238@?/458<528;<1>4;01O351;<8/kO018;5@405<8/0951;50945Penal Code (Act No. 45 of 1907) and the provisions in any other Act
providing for confidentiality obligations shall not be construed to preclude a person fromcomplying with the obligation of notification prescribed by paragraph (1).
5 刑法ÌÜÝÕÐÑÒÓAÕÐ]Ö×JÞßàáâJœ•wJxJãÞäzF|HIÒÓJœ•XTAå›Jœ•F-Iµ¶VHIäzJæãVçèISJ‘éêUWXYZY[\21

Appendix 4: School Code of Conduct

Appendix 4: School Code of Conduct

22

Appendix 5: Risk assessment evaluation form for school trips

23

24

25

26

27

Appendix 6: Safeguarding concern reporting form

28

Appendix 7: MBIS Abuse reporting process29Appendix 8: Safeguarding Documentation Form

30

Appendix 9: Local/international/online resources
TELL life line
https://telljp.com/lifeline/ëP¯P5ìk:O@@l5í5=8;@?3O04@51;5îONO;5 ï4@8?/24@5<8/5ð1201k@58<5ñ8k4@0125ð1834;245
https://jp.usembassy.gov/services/resources-for-victims-of-domestic-violence/
DV Hotline plus5
https://soudanplus.jp/en/index.html
Get Help Now!
https://www.stopitnow.org/get-immediate-help
òóô[õö*÷øù5 ú43N531;45<8/5<8/41n;53O;n?On4@5
https://www.since2011.net/yorisoi/n2/
DE$%ŸL«û5 üýSJ$%õö*÷øù5https://www.apca.jp/hotline.html
þÿ!"#5 DEÇÈÄ$%G$%ø&'()*+,F-[W5https://www.mhlw.go.jp/stf/seisakunitsuite/bunya/kodomo/kodomo_kosodate/dial_189.html./ÁüýS012ù345
https://web.pref.hyogo.lg.jp/kf22/hw30_000000001.html
56®7¦89:¯;¯<=ö>?@ÇÈ5 https://www.hyogo-c.ed.jp/~nkobeksn/pdf/jouhou/soskyati.pdf>=ø'A÷øù5https://childline.or.jp/supporter

31

Appendix 10: References
1. United Nations Violence Against Children.
https://sdgs.un.org/topics/violence-against-children
2. WHO Global Status Report on Preventing Violence Against Children. 2020.
https://www.unicef.org/media/70731/file/Global-status-report-on-preventing-violence-againstchildren-2020.pdf
3. UNICEF Preventing and Responding to Violence Against Children and Adolescents: Theoryof Change 2017. October 2017.
https://www.unicef.org/media/83206/file/Violence-Against-Children-ToC.pdf
4. UNICEF A Familiar Face: Violence in the Lives of Children and Adolescents. November 2017.
https://data.unicef.org/resources/a-familiar-face/
5. UNISEF Child Protection Advocacy Brief: Child Online Protection.
https://www.unicef.org/media/96691/file/Online-Protection-Advocacy-Brief-2021.pdf
6. WHO Child maltreatment (2020). https://www.who.int/news-room/fact-sheets/detail/childmaltreatment
7. Farrer&Co. Peer-on-peer abuse toolkit. 2019. https://www.icmec.org/wpcontent/uploads/2017/12/Peer-on-peer-abuse-toolkit.pdf
8. Olweus, Dan, Bullying at school: What we know and what we can do (UnderstandingChildren's Worlds). Wiley - Blackwell, 1993.
9. UNICEF, ‘Violent Discipline: Methodology’, 2016. https://data.unicef.org/topic/childprotection/violence/violent-discipline/
10. UN The Right of the Child to Protection from Corporal Punishment and Other Cruel or
Degrading Forms of Punishment, 2006. www.refworld.org/docid/460bc7772.html
11. !"#"$%&'()*(+,-.%/0(1-2)3&(-#4(5,.*-&,(6789:;<=>?@ABCDEFGHIBCJK
GHLMhttps://www.mhlw.go.jp/bunya/kodomo/dv22/01.html
12. International Task Force for Child Protection. Managing allegations of child abuse byeducators and other adults: Protocols for international schools. September 2018.
https://www.icmec.org/wp-content/uploads/2018/09/Protocol-Managing-Allegations-of-ChildAbuse-by-Educators-and-other-Adults.pdf
13. International Centre for Missing & Exploited Children. Definitions, signs and indicators ofabuse. June 2020. https://cdn.icmec.org/wp-content/uploads/2020/06/Forms-of-abusedefinitions-signs-and-indicators.pdf
14. Ministry of Health,(1-2)&(-#4(5,.*-&,N(OPQ89RS:TUVJWXWYZ[\YZ[\N((
https://www.mhlw.go.jp/bunya/kodomo/dv12/01.html
15. ]-^-#,$,(1-_(%&-#$.-%")#N6789:;<=>?@ABC(`a%()#(%/,(brevention, etc. ofChild Abuse. http://www.japaneselawtranslation.go.jp/law/detail/?id=2221&vm=04&re=0232