Introduction
This guide should be considered alongside your established agency protocols under the Southwest Safeguarding Child Protection Procedures.
This Guide is based on the NICE 2016 Guidance: Harmful Sexual Behaviour among Children and Young People
What is Harmful Sexual Behaviour (HSB)?
A significant number of sexual offences against children and young people are committed by their peers. (Hackett. S. 2014) Therefore understanding and responding appropriately to harmful sexual behaviour is an important area of practice for all professionals to consider. Harmful Sexual Behaviour is a type of child sexual abuse.
Harmful sexual behaviours are:
“Sexual behaviours expressed by children and young people under the age of 18 years old that are developmentally inappropriate, may be harmful towards self or others, or be abusive towards another child, young person or adult.” (Hackett, S. 2014)
Young People include those aged 18-25 with Special Educational Needs and Disabilities (SEND).
Children and young people typically display a range of sexualised behaviours as they grow up, some behaviours will be deemed developmentally appropriate. If you are unsure whether identified behaviours may be developmentally appropriate or not, please seek advice from your organisation’s safeguarding lead.
However, some children and young people will display inappropriate, problematic, or abusive sexualised behaviour. This is harmful to the children who display it as well as the people it’s directed towards.
There are no officially agreed ways of describing sexualised behaviours which cause concern. Advice and support for professionals can be sought using a variety of resources including the Stop It Now website or the NSPCC helpline. Hackett’s continuum of Need can support professionals to identify levels of behaviours (see Point 9)
Healthy developmental sexual activity encompasses those actions which are to be expected from children and young people as they move from infancy through to adulthood gaining an understanding of their physical, emotional, and behavioural relationships. Such sexual activity is characterised by mutual consent and understanding.
It is important to differentiate between sexually abusive behaviour and problematic sexual behaviour which may be harmful to an individual’s development but not to others in order to determine what help will be required.
Professionals should use a locally agreed tool as part of the triage of behaviours. These triage processes should consider the child’s age, developmental status and gender alongside any known neurodevelopmental needs or learning disabilities.
In Devon, the AIM3 (Assessment, Intervention and Moving On) Check Lists are available for professional use. Help and guidance in their use can be provided through a team of trained HSB practitioners and supervisors within Devon Children’s Social Care. Access is via the Safe and Healthy Sexual behaviour Forum email: childsc.earlyhelpreactiveharmfulsexualbehaviour-mailbox@devon.gov.uk
With any child who displays problematic, inappropriate or abusive harmful sexualised behaviours, professionals must consider that the child may themselves have been a victim of abuse, neglect or other trauma. This possibility must be considered at all stages of triage, ongoing assessment and intervention.
Problematic sexual behaviour may not include overt victimisation of others but can be developmentally disruptive, cause distress, rejection or increase the victimisation of the children/young people displaying the behaviour.
HSB is characterised by behaviour involving exploitation, coercion, threats or aggression together with secrecy or where a participant relies on an unequal power base. Such a power imbalance means that the victim cannot give informed consent. Power imbalances may be due to age, intellectual ability, status, physical size and /or strength, gender, or race. Harmful sexual behaviour may or may not result in a criminal conviction or prosecution. HSB and problematic sexual behaviours also include online behaviours and the use of technology including ‘deep fake’ picture manipulation.
HSB is directed by one child or young person either towards themselves or another. In this regard HSB may be related to and share some common characteristics with child sexual exploitation as peer-to-peer sexual harm can take place within this context. Nevertheless, this guide is not designed to provide advice regarding child sexual exploitation or group based sexual violence.
The power of language is always important when working with and supporting children, young people and families. In the case of HSB stigmatising language should be avoided and children and young people should not be referred to as ‘perpetrators’ or ‘sex offenders.’ A more trauma informed phrase to use is ‘children and young people who present with/or display HSB.’
Technology Assisted HSB (TA-HSB) is when children and young people use the internet or other digital technologies to engage in sexual activity that may be harmful to themselves and others. TA-HSB covers a range of behaviours including the developmentally inappropriate use of pornography, online sexual abuse, grooming and sexting. How technology may play a role in harmful sexual behaviours should always be considered.
For information on TA-HSB please see this study on the NSPCC website.
The Aim Project provides a foundation awareness raising course on TA-HSB.
How to recognise HSB
Sexual behaviours in children and young people can be seen on a continuum ranging from healthy and developmentally appropriate, through ‘inappropriate’ and ‘problematic’, to ‘abusive’ and ‘violent’. A continuum of children and young people’s sexual behaviours is described below.
Adopting a traffic light approach to this continuum means the behaviours can be described as colours. Healthy is Green, Inappropriate and Problematic are Amber, and Abusive and Violent are Red, as depicted below in the NSPCC guidance tool. (NSPCC 2021) Red behaviours (ie abusive and / or violent) must always be considered as harmful sexual behaviour.
Key Principles if considering the behaviour of children and young people as sexually abusive or violent
- Early and effective intervention with children and young people who display inappropriate, problematic or harmful sexual behaviour is an important part in protecting children by preventing the continuation or escalation of abusive behaviour.
- Supporting both the child who has been sexually harmed by another child and the child exhibiting the harmful sexual behaviour is vital
- The agency/partner/practitioner first being made aware of the behaviour should carry out an initial triage / AIM3 checklist appreciating that children who display problematic or harmful sexual behaviour may have unmet developmental needs and may have suffered considerable disruption and adversities including physical, emotional or sexual harm and neglect in their lives.
- Red behaviour is always indicative of potential significant harm must be referred through to the Children’s Social Care Front Door
For behaviours and concerns / needs not requiring an immediate safeguarding response through the Front Door, the Devon Safe and Healthy Sexual Behaviour Forum is available for information, advice and guidance (including with the completion of AIM3 checklists)
childsc.earlyhelpreactiveharmfulsexualbehaviour-mailbox@devon.gov.uk
All practitioners / professionals involved with a child or young person where sexual behaviour is of concern should:
- Keep accurate, contemporaneous and detailed records of behaviours and decisions of what happened before, during and after an incident and follow-up on any agreed actions and goals. A good chronology is key.
- Inform parents/carers provided doing so would not cause harm or increase risk for any child or young person. Working ‘with’ families is an important feature to the approach of supporting children and young people in Devon.
- Consider the child’s age, level of understanding and any known Special Educational Needs and Disabilities (SEND).
Unlike previous assessment and intervention frameworks, AIM3 is suitable for use with children presenting with SEN needs. Shorter sessions and specialist SEND workers should be considered to ensure the most appropriate outcome is achieved. As of May 2024, Devon does not have any trained AIM3 practitioners from within SEN and disability services, but co working with a trained AIM3 practitioner is a suitable alternative.
What to consider – Initial actions to take
Sexual behaviours should be handled like any other behaviour problem – calmly and firmly unless there is information to warrant an immediate referral to the police or Children’s Social Care front Door. If a practitioner becomes aware of an incident of sexually concerning/harmful behaviour, whether it is the first incident or one of a pattern, the following steps, based upon work by Ryan 1999, should, be taken:
- Stop the behaviour – move the child/young person away from others to speak to them
- Describe the behaviour – describe the behaviour accurately to avoid any misunderstanding e.g. ‘you pulled down X’s pants in the playground’ or ‘you grabbed Y’s breast’
- Point out the impact on others – e.g. ‘when you pulled her pants down X was embarrassed and upset’ or ‘When you grabbed Y’s breast you embarrassed and hurt her’
- Remind the child/young person of the normal expected behaviour – ‘private parts should be kept covered and not shown in public’ or ‘no one should be touched particularly on their private parts without their consent’
- Consider if any medical assessment is required
- Report the incident to the named person with responsibility for safeguarding – in schools this is the Designated Safeguarding Lead (DSL) often the Head Teacher, every agency should have a DSL if you are unsure check with your line manager or a senior manager within your agency. When you report the incident to the DSL make sure you include details regarding any response from the child/young person doing the behaviour and any response from the child/young person they have targeted, using the children’s own words.
- Make a written record – be as specific as possible about; what was seen and heard; where and when the incident took place and who else was there or nearby at the time.
Give the written record or a copy (depending on your own organisation’s record keeping policies) to the Designated Safeguarding Lead.
Healthy Sexual Behaviour (Green Behaviours)
Getting Advice: Universal Services
If the behaviour is ‘green’ and considered healthy age-appropriate sexual behaviour, the agency first noting the behaviour should review the situation and involve parents/carers as appropriate having regard to the behaviour’s content and context.
Healthy sexual behaviour as defined in the continuum is developmentally expected, socially acceptable, consensual, mutual, reciprocal and based on shared decision-making. Universal services should continue to support children and young people by having age-appropriate conversations and by helping to access age-appropriate information and guidance.
What is considered normal at each developmental stage needs to take into account the social, emotional and cognitive development of the individual child or young person. It is also important to recognise that normal behaviours in young children are concerning if they continue into adolescence and likewise normal behaviours in adolescence would be of concern if observed in younger children.
To help understand what constitutes normal sexual behaviour Appendix 1 provides the NSPCC’s stages of typical sexual development and behaviour in children.
Inappropriate and / or Problematic Sexual Behaviour (Amber Behaviours)
Getting Help: Early Help
If the behaviour is ‘Amber’ – gather further information, including contacting parents/carers and any current/previous agencies involved. Establish any risk to the child displaying the sexual behaviour and discuss the situation with own agency safeguarding lead. Consider the need for Team Around the Family / Team Around the School approaches, Early Help Assessment and notifying any known existing Social Work or Youth Justice Service, Family Intervention Service or other involved professional.
Many children presenting with inappropriate sexual behaviour will stop this behaviour of their own accord, whilst for others more intensive support is necessary. Therefore, it is essential that concerns regarding inappropriate sexual behaviour are properly assessed, support provided and reviewed until evidenced that the risk has been adequately reduced.
In most situations, children and young people with inappropriate or problematic sexual behaviour will not require help from specialist services which are for abusive and violent sexual behaviours. However, children and young people and their carers may still need ongoing advice and intervention or more generalised developmental support.
Inappropriate and problematic sexual behaviours are developmentally unusual and socially unexpected. Whilst there may be no overt features of victimisation, consent issues may be unclear, there may be a power imbalance and a compulsiveness to the behaviour. Discussion with the Harmful Sexual Behaviour Forum is recommended.
Abusive and Violent Sexual Behaviour (Red Behaviours)
Getting Risk Support: Statutory Services
If the behaviour is ‘red’, gather information, contact parents/carers unless indicated otherwise and contact Children’s Social Care at the Front Door. Notify any known existing Social/Youth Justice Service/Family Intervention Service Worker or other engaged professional immediately.
Police staff should liaise directly with Children’s Social Care at the earliest appropriate point concerning any allegations of harmful sexual behaviour by or against under 18s.
Children’s Social Care Front Door services will check available systems, evaluate thresholds and consider referral history with reference to the Hackett Continuum in making the decision how to proceed. In all cases where a child or young person has a mental health difficulty or learning disability, consideration should be given to any additional support the child may need, subject to consent being provided.
Throughout, professionals should:
- Alongside required safeguarding plans, consider reporting any recent sexual offence to the police (as there may be urgent forensic evidence to process). This should be undertaken without delay and with parental and child knowledge and (where possible) agreement. In any further planning, the criminal justice process must be considered, so as not to compromise any potential prosecution:
And then:
- Ensure a safety plan is in place whilst awaiting a specific safeguarding and / or HSB assessment and that parents/carers have a clear understanding of it.
- Adopt a child-centred approach (listen to and consider child’s wishes and feelings and act in child’s best long-term interests).
- Consider child development including sexual development and maturation.
- Consider the wider context of behaviour.
- Always consider whether any sexual behaviour has been consensual in the context of power relationship/imbalance and exploitation.
- Recognise that abusive and violent sexualised behaviour is often an expression of a range of problems or underlying vulnerabilities (consider family / social factors/ privacy and boundaries within the home, own victimisation)
- Look out for patterns of behaviour and the reasons behind it (including use of social media)
- Try and gain an overview of the child’s situation.
- Focus on each individual child’s behaviour.
Consider each child’s needs, the risk to each child (including their networks) and the risk they pose to others – include a safety plan and actions if necessary.
Statutory Children’s Social Care Child response
Strategy Meeting
If there is reasonable cause to suspect that a child has suffered, or is likely to suffer, significant harm a Strategy Meeting will be convened by Children’s Social Care. Relevant professionals, which should include Police, Health, any Education provision, the Youth Justice Service Manager or local Team Leader (if the child is ten or over) will be invited. The vulnerability and safeguarding needs of the child / young person alleged to be causing the harm must be considered as part of a strategy discussion, as must the needs of the victim in a separate strategy.
Section 47
One outcome of a strategy meeting may be to progress to a section 47 investigation. This will consider the safeguarding needs of the child / young person alleged to be causing the harm, the victim and any other children, particularly in the same household, family group or social network, and whether the child suspected of the harmful sexual behaviour can remain in the home safely. Checks will be carried out with relevant organisations and information shared as appropriate in developing a robust safety plan.
Child and Family Assessment (single assessment)
A Child and Family Assessment may be completed by CSC, informed by the family, child and any other professionals involved. This assessment may be undertaken as part of the Section 47 investigation.
The assessment of the needs of the child alleged to have caused the harm should consider them as primarily in need of support and/or safeguarding, with the harmful sexual behaviour as part of this overall picture. The lack of parenting concerns does not in itself indicate that there is no role for Children’s Social Care. Further consideration should be given to the context of the behaviour which may include exploitative or coercive elements within or outside the home. Professionals are urged to remain curious about the context of the behaviour.
The assessment should evidence separate consideration of the needs of the child / young person alleged to be causing the harm and any other linked children, particularly in the same household. A C and F assessment or EHA may be offered to the victim and their family, dependent upon presenting circumstances and needs.
The C and F assessment must outline:
- the nature and extent of the harmful sexual behaviour with reference to where it features on the Hackett Continuum and specify any age/developmental differences between alleged perpetrator and victim, emotional distress caused to victim(s) and any coercion or violence used. The child / young person alleged to be causing the harm’s response to the allegations should be considered alongside examination of the needs met by the behaviour.
- the context of the abusive behaviours – where, when and how it was discovered and reaction of carers
- the child/young person’s learning needs and any neurodevelopmental needs, such as autism spectrum conditions and the relevance of this for the harmful sexual behaviour
- any family or wider social factors that may have contributed to the harmful sexual behaviour
- parent/carer capacity to adequately supervise the child/young person to prevent further harm
- the impact of the harmful sexual behaviour on other family members
- ongoing education and accommodation arrangements in relation to the risk of further harm should be considered by all relevant partners
- the response of the local community to the child and an assessment of the risks to the child as a result
Assessment Outcome
Any assessment must agree a proportionate, needs based plan with the family or carers that sets out who will support and supervise the child/young person alleged to have carried out the harmful sexual behaviour, and what changes need to be made to prevent further harm. The likelihood of further harmful sexual behaviour must be outlined and evidenced with a plan about how this can be safely managed, including management in any education setting.
This is most likely to include partnership working and robust information exchange around the support plan for both the child / young person exhibiting the harmful sexual behaviour, the victim and parents / carers of all parties within their family network / context.
Specialist HSB Assessment and Intervention
Specific AIM3 assessments
Where Abusive and/or Violent sexual behaviours (Hackett Continuum) are established to have taken place, a recognised Harmful Sexual Behaviour assessment tool such as the AIM3 framework should be used to inform the assessment and plan. A referral to the Safe and Healthy Sexual Behaviour Forum should be made for consideration of an AIM3 assessment via the email: childsc.earlyhelpreactiveharmfulsexualbehaviour-mailbox@devon.gov.uk
The Safe and Healthy Sexual Behaviours (HSB) Forum is a multi-agency forum that aims to address the needs of children and young people aged 10 to 18 who have/are displaying harmful sexual behaviour. The forum will consider and discuss relevant referrals and make recommendations for appropriate assessment and interventions.
AIM3 has identified 5 Domains:
- Sexual Behaviour
- Non-Sexual Behaviour
- Developmental
- Environmental/Family
- Self-Regulation
(Leonard and Hackett, 2019)
The AIM3 Model of Assessment is designed to assist practitioners in reviewing with the young person and their parent/carer what are the most appropriate interventions to reduce the areas of concern. It ensures individualized safety plans and targeted interventions as the young person progresses in their pathway to addressing the HSB.
Any AIM3 assessment should, as far as practicable, be co-worked by two AIM3 trained professionals, and this will depend on who is most appropriate in relation to skills base, capacity and existing involvement for the child/young person. In relation to children and young people with SEND, it is currently not possible to provide 2 trained AIM3 assessment and intervention practitioners with specific SEND skills and experience. It will be possible to offer one trained AIM3 worker to co-work with a SEND professional, to maintain best relationships with the child or young person.
Allocation of all AIM3 assessments will be made through the monthly Safe and Health Sexual Behaviour forum. A dedicated, trained AIM3 supervisor will be allocated to each pair of workers to oversee the specific assessment; this will be in addition to the usual line management and supervision processes in the workers’ own team(s).
Victims – Children who have suffered or are likely to suffer significant harm because of inappropriate harmful sexual behaviour
It is essential that Southwest Child Protection Procedures are followed for any child who is at significant risk of /or has suffered significant harmful sexual behaviour. Professionals should consult with their agency safeguarding lead with such incidents typically requiring a Contact to be made with Devon Children’s Social Care Front Door.
Therefore, it is important to consider the impact of inappropriate or harmful sexual behaviour on any children involved. Once any necessary safeguarding has taken place, any support that is assessed as required for the child and family must be provided. Contact with the family/carers must be made to discuss what support is available with details of any recommended interventions and any barriers to accessing this. Flexibility allowing successful intervention to take place is important.
The Adolescent Safety Framework
Devon’s Adolescent Safety Framework (ASF) is a way of supporting older children and young people experiencing risk (harm) outside the home (ROTH). The ASF can support professionals to consider the wider contextual safeguarding issues that may be taking place for children and young people presenting with inappropriate, problematic or harmful sexual behaviour. Professionals should consider completing a ‘Safer Me’ assessment to assist their thinking.
For further information and detailed guidance on the Adolescent Safety Framework and Safer Me Assessment please go to Adolescent Safety Framework (Safer Me) – Devon Safeguarding Children Partnership (devonscp.org.uk)
Practice Tools, Learning & Support
Brook Traffic Light Tool
The Brook Sexual Behaviours Traffic Light Tool supports professionals to identify, understand and respond appropriately to sexual behaviours, including harmful sexual behaviours, across 5 age groups ranging from 0-18. To access the Traffic Light Tool professionals must complete Traffic Light training. This is to ensure safe use of the Tool. If you have completed the training and have access to the Tool, please complete it to assist you in your work. For more information on the Tool including training in its use please go to Brook’s website.
The Aim Project
For HSB that is assessed as problematic, abusive or violent the assessment model in use in Devon is AIM3. AIM3 replaced AIM2 in December 2020 in Devon and is designed to be used with those young people aged 12-18 years who have committed, or there is strong professional evidence or belief, that they have committed harmful sexual behaviour. The AIM3 model includes young women who present with HSB, as well as young people with learning and developmental disabilities and young people from minority ethnic backgrounds. AIM3 is not an actuarial risk assessment tool but an assessment framework designed to assist practitioners in the task of assessing HSB within the context of multiple domains of a young person’s life and identifying the needs HSB is meeting both sexual and non-sexual (Leonard and Hackett, 2019). AIM and AIM 2 are now considered obsolete and should not be used.
AIM3 provides a comprehensive suite of practice models and assessments for use by specially trained staff. It also provides resources for all professionals including podcasts, information sheets, presentations and practice tools.
To see the full range of support, training and learning please go to The Aim Project’s website.
Research in Practice
Research in Practice brings together academic research, practice expertise and the experiences of people accessing services to develop a range of learning resources. For their content on harmful sexual behaviour please go to the Research in Practice website.
NSPCC
The NSPCC has an expertise developing learning on the topic of child sexual abuse and harmful sexual behaviour. They have brought together a host of materials on the topic of harmful sexual behaviour including podcasts, research briefings, case review learning, statistics and guides on identifying healthy and harmful sexual behaviour. To access these please go to the NSPCC website.
Centre of Expertise on Child Sexual Abuse
The Centre aims to reduce the impact of sexual abuse through improved prevention and responses. Funded by the Home Office and hosted by Barnardo’s it works to bring about change by developing new approaches and applying learning into practice. It’s wealth of information and resources includes harmful sexual behaviour of all which can be found at the Centre of Expertise website.
Stop it Now!
Stop It Now! UK and Ireland was established in 2002 by The Lucy Faithfull Foundation.
Stop it Now! provides information and support for professionals and families and has a dedicated section to understanding harmful sexual behaviour that provides useful information on identifying harmful sexual behaviour and the impact of technology.
For more information, please visit the Stop it Now website.
Early Help and Partnerships
Devon CSC have an intake forum for information, advice and guidance plus access to AIM3 assessment and intervention. The point of contact is Tina.Ley@Devon.gov.uk for an initial discussion or direct to the mailbox: childsc.earlyhelpreactiveharmfulsexualbehaviour-mailbox@devon.gov.uk
Child & Adolescent Mental Health Services: (CAMHS)
CAMHS may be involved in cases of HSB where there are significant mental health concerns. Forensic CAMHS may engage when behaviours have led to a police or justice response for a child or young person.
Appendix 1
NSPCC Guide to Understanding Sexual Development & Behaviour in Children
Under 5 At this stage, it’s common to notice natural exploratory behaviour emerging when children feel safe and comfortable. This includes:
- having no inhibitions about nudity (National Sexual Violence Resource Centre, 2013; Virtual Lab School, 2021)
- touching their own private parts (NCTSN, 2009; National Sexual Violence Resource Centre, 2013; Southeastern Centre Against Sexual Assault & Family Violence (SECASA), 2017; Virtual Lab School, 2021)
- showing curiosity about other people’s private parts or naked bodies (Healthy Children, 2019; NCTSN, 2009; National Sexual Violence Resource Centre, 2013; SECASA, 2017; Stop It Now, 2020; Virtual Lab School, 2021)
- talking about bodily functions, using words like ‘poo’ and ‘wee’ (NCTSN, 2009, Virtual Lab School, 2021)
- consensually role playing with their peers, exploring different relationships or roles such as ‘playing house’, ‘playing mummies and daddies’ or ‘playing doctor’ (Government of Canada, 2012; National Sexual Violence Resource Centre, 2013; Virtual Lab School, 2021).
Very young children can have erections, beginning from birth (Virtual Lab School, 2021).
It is uncommon for younger children to discuss specific sexual acts, use explicit sexual language or have adult-like sexual contact with other people (Stop It Now, 2007).
5- to 9-year-olds
As children get a little older, it’s common to see them displaying behaviour like:
- becoming more modest and asking for privacy (Government of Canada, 2012; SECASA, 2017; Virtual Lab School, 2021)
- asking questions about sex and relationships, such as what sex is, where babies come from and same-sex relationships (Government of Canada, 2012; NCTSN, 2009; Stop It Now, 2007; Stop It Now, 2020; Virtual Lab School, 2021)
- consensually exploring relationships with peers, for example mimicking adult relationships by holding hands with a ‘boyfriend’ or ‘girlfriend’ or giving them a kiss on the cheek (NCTSN, 2009; SECASA, 2017; Stop It Now, 2007).
As children become more aware of social norms and ‘rules’ around sexualised behaviour, it’s common for them to test boundaries. This might include using ‘naughty’ words they’ve heard from other people (NCTSN, 2009).
It’s uncommon for children aged 5-8 to have adult-like sexual interactions, discuss specific sexual acts or self-stimulate in public (Stop It Now, 2007).
9- to 13-year-olds
During these ages, children begin to get more curious about sex and relationships. They may start to be attracted to other people. Examples of typical sexual behaviour during this stage are:
- having or wanting to have a romantic relationship with peers (of the same or different gender) (National Sexual Violence Resource Centre, 2013; Virtual Lab School, 2021)
- using sexual language, making jokes about sex or discussing sexual acts with peers (SECASA, 2017; Stop It Now, 2007; Virtual Lab School, 2021)
- wanting more privacy (National Sexual Violence Resource Centre, 2013; NCTSN, 2009; SECASA, 2017; Virtual Lab School, 2021)
- looking for information about sex in books, online or in the media (this might lead to accidentally finding sexual pictures or videos) (Government of Canada, 2012; National Sexual Violence Resource Centre, 2013; NCTSN, 2009; Stop It Now, 2007; Virtual Lab School, 2021)
- masturbating in private (National Sexual Violence Resource Centre, 2013; NCTSN, 2009; SECASA, 2017; Stop It Now, 2007; Stop It Now, 2020; Virtual Lab School, 2021).
It’s uncommon for children in this age group to display sexual behaviour in a public place, or regularly display adult-like sexual behaviour such as having oral or genital contact or intercourse (Stop It Now, 2007; 2020)
13- to 17-year-olds
During adolescence, sexual behaviour becomes more private and young people begin to explore their sexual identity. You might notice them:
- experimenting sexually and consensually with the same age group (SECASA, 2017; Stop It Now, 2007; Stop It Now, 2020)
- looking for information about sex and sexual relationships (Stop It Now, 2007; 2020)
- masturbating in private (SECASA, 2017; Stop It Now, 2007; Stop It Now, 2020).
The age of consent to engage in sexual activity in the UK is 16 years old. However, the law is there to protect children and young people from abuse or exploitation, rather than to prosecute under-16s who participate in mutually consenting sexual activity. It is uncommon for adolescents to masturbate in public, or display sexual attraction towards a much younger child (Stop It Now, 2007).