This report describes a range of routes through which CSE could be tackled within a school setting.
CSE is closely linked to deficits in social, economic and psychological capital as suggested by research exploring adverse childhood experiences. It follows that a preventative response to CSE needs to be varied and flexible, encompassing a multitude of agencies, areas, treatment and delivery to address interrelated effects.
In practice, this means ensuring that CSE is tackled not just by a stand-alone initiative such as a peer mentoring scheme but through a wider body of work which starts early in a young person’s life, is sustained and incorporates other points of contact such as PSHE, pastoral and other school services.
The important role for young people in tackling CSE is a thread that ran through our scoping. Young people are undeniably experts in their own preferences and what will engage and motivate them and their peers and, with appropriate support and guidance, they can become intrinsic to a successful initiative. It should be emphasised however, that young mentors require a support structure around them which should comprise robust initial and ongoing training, access to expert advice and regular opportunities for debriefs with trained adults
