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Child Protection Handbook

Colegio Bolivar

Child Protection Handbook POLICIES AND MANUAL FOR THE PROTECTION OF MINORS As the Colegio Bolívar community, we recognize our responsibility to safeguard the well-being of the students in our care. Child abuse and neglect are violations of children’s human rights and hinder their physical, emotional, and mental development.

In addition, this document establishes the professional boundaries between teaching and non-teaching staff and students.

Bolívar School will implement the Child Protection Policy, inform parents, educate students about abuse and Bolívar School is committed to providing a safe en- neglect, train staff on their responsibilities, and implevironment, protecting all students in its care. To this ment strict hiring practices to ensure child safety. end, we will respond urgently to any risk or situation of abuse. To ensure that all children at Bolívar School are protected from abuse, exploitation, and neglect, the BolíGiven their daily contact with students, educators can var School administration has adopted child protecidentify when a minor needs help and have the eth- tion policies and procedures that include: ical and professional responsibility to report it to the appropriate department. This obligation also extends • Have a Coexistence Manual applicable to all memto non-teaching staff who interact with students, enbers of the Colegio Bolívar community that contains suring that the minor and their family receive the necthe protocols and procedures for the implementaessary support. tion of the “Comprehensive Care Route for School Coexistence.” This Manual is published on the School’s This document establishes the process for reporting website https://www.colegiobolivar.edu.co/website/ and following up on all suspected incidents of child es/sobre-nosotros/manuales-y-reglamentos abuse or neglect in accordance with the legal frame- • Establish professional boundaries, communication work in force in Colombia, the provisions of Chapter policies, and social media use that outline explicV of the Colegio Bolívar Coexistence Manual, and takit expectations for healthy interactions between ing into account the following Guiding Principles: adults and students. • Definitions related to domestic violence, child • Best Interest of the Child: All decisions and acabuse, abuse (emotional, physical and sexual), setions must prioritize the well-being of our students. duction or sexual harassment (grooming). • Right to Protection: No child or adolescent should • Procedures for reporting and responding to suspibe a victim of abuse, exploitation, mistreatment or cions or allegations. neglect. • Child protection-related training and education for • Confidentiality: Information about risk cases will all students, their families, and the school’s teachbe handled confidentially and shared only with ing and non-teaching staff. competent authorities. • Responsible selection of all teaching and non-teach• Rights-based approach: All actions must be based ing staff, complying with verification of references, on the recognition of the rights of minors. disciplinary and judicial records.

CHAPTER 1 DEFINITIONS

pletion). • Isolation, sadness, low tolerance to frustration. • Use and aggression to resolve conflicts.

DOMESTIC VIOLENCE It is a crime classified in the Colombian Penal Code (Art. 229), which consists of physically or psychologically abusing any member of the family. It is understood that domestic violence can occur within family members who live together, in a different household, or even with any other person who permanently resides in the same household.

PHYSICAL ABUSE / MISTREATMENT Physical abuse consists of inflicting physical injury on a child by means other than accidental means or creating a substantial risk of harm to the child’s bodily functioning. It also includes the commission of cruel or inhumane acts, regardless of observable injuries. Such acts may include, but are not limited Possible Indicators of Domestic Violence: to, instances of extreme discipline that demonstrate • Poor academic performance. indifference to the child’s pain and/or mental suffer• The student does not want to go home. ing. Physical abuse also consists of taking actions or • Depression. omissions that result in injury or create a substantial • Withdrawal and crying for no reason. risk to a child’s physical or mental health or develop• Suicidal behavior (ideation, threat, attempt, or comment. Failure to take reasonable measures to prevent pletion). any of the above would also fall under the category of • Isolation, sadness, low tolerance to frustration. physical abuse. • School dropout. • Use and aggression to resolve conflicts. Possible Indicators of Child Abuse: • Unexplained bruises or bruises anywhere on the CHILD ABUSE / MALTREATMENT body. It is any form of physical or psychological abuse, ne- • Injuries that regularly occur after an absence or vaglect, omission, or sexual exploitation, including cation. sexual abuse, and in general, any form of violence or • Unexplained burns, especially on the soles of the aggression against a child or adolescent by their parfeet, palms of the hands, back, or buttocks. ents, legal guardians, or any other person. • Patterned burns caused by an electric burner, iron, or cigarette. Possible Indicators of Child Abuse: • Rope burns on arms, legs, neck, or torso. • The student is unhygienic, unclean, or hungry. • Lesions inconsistent with the information provided • Poor academic performance and school dropout. by the student and/or inconsistent with the stu• Parents do not respond to repeated communicadent’s developmental capabilities. tions from the School or cannot be reached in case • Immersion burns with a clear dividing line. of emergency. • Unexplained lacerations, abrasions, or fractures. • Parents do not provide the support/actions recom- • Variations in caregivers’ explanations of events or mended and requested by the School. over time. • The student does not want to go home. • History of previous suspected injuries. • Depression. • Both parents or legal guardians are absent from Cali for EMOTIONAL ABUSE / MISTREATMENT any period of 24 hours or more, without appropriate Any pattern of behavior that affects a child’s emotionmeasures having been taken for the care of the minor al development, sense of self-worth, or self-esteem, and a temporary guardian having been appointed. such as constant criticism, threats, verbal rejection, • Withdrawal and crying for no reason. insults, or belittling. Nonverbal patterns of behavior • Suicidal behavior (ideation, threat, attempt, or com- may include isolation, ignoring, or regular rejection. 2

characteristics from child abuse that warrant special Possible Indicators of Emotional Abuse or Mistreat- attention. While physical abuse is usually the result of ment: immediate stress and is typically unplanned, sexual • Speech disorders. seduction or harassment requires planning with more • Substance abuse. insidious results. This planning, known as “grooming,” • Sucking, rocking, biting, or head banging. often results in victims accepting responsibility, guilt, • Antisocial or destructive behaviors. and shame for the abuser’s sexual behavior. Through • Sleep disorders. the grooming process, many victims are taught that • Passive or aggressive behaviors. sex is a form of love, so they tend to develop affection for their abuser and often appear as happy, well-adSEXUAL ABUSE OR VIOLENCE justed children or adolescents without negative Unwanted sexual behavior by one person toward symptoms due to their perception of being loved. another. This includes both contact and non-contact forms. In this context, Colombian law defines sexual Seduced children and adolescents can become vicviolence as any act or behavior with sexual content, tims of sexual abuse, exploitation or trafficking. inflicted on a child or adolescent, using force or any other type of physical, psychological, or emotional Possible Indicators that a Minor is Being Seduced coercion, taking advantage of the conditions of help- • Reserved behavior. lessness, inequality, and power relations between the • Unexplained gifts or possessions. victim and the aggressor. • Anxiety. • Withdrawal from family, friends, and interests. Contact involves intentionally touching (either di- • Suicidal thoughts or self-harm. rectly or through clothing) a child’s genitals, anus, or • Poor academic performance. breasts for purposes other than hygiene or childcare, or forcing the child to touch the adult. PREVENTION OF ALCOHOL, TOBACCO AND PSYCHOACTIVE SUBSTANCES CONSUMPTION Non-contact sexual abuse includes having a child listen to or participate in inappropriate sexual conversa- Bolivar School has a robust educational program and tions or view sexually explicit materials. implements measures to prevent the use of alcohol, tobacco, and psychoactive substances by minors, Possible Indicators of Sexual Abuse: prohibiting their possession, consumption, and dis• Sexual knowledge, behavior, or use of language tribution in our school environment. that is not appropriate for their age. • Unusual patterns of interpersonal relationships. Law 124 of 1994 prohibits the sale of alcoholic bev• Venereal disease in a child of any age. erages to minors. Additionally, the Children and Ad• Evidence of physical trauma or bleeding in the oral, olescents Code (Law 1098 of 2006) establishes that genital, or anal areas. children and adolescents are protected against the • Difficulty walking or sitting. use of tobacco, psychoactive substances, narcotics, or • Refusal to wear PE clothes, fear of the bathroom. alcohol, as well as against the use, recruitment, or of• The child runs away from home and does not make fering of minors in promotion, production, collection, any specific complaints. trafficking, distribution, and marketing activities. • Not wanting to be alone with a person. • Pregnancy. We want to emphasize that parents or guardians, • Extremely protective fatherhood. along with the school, play a vital role in preventing the consumption of alcohol and psychoactive subSEDUCTION OR SEXUAL HARASSMENT (GROOMING) stances by minors, and are responsible for ensuring Sexual seduction or harassment has some distinct this does not happen. As part of the education we pro3

vide, we encourage our children and adolescents to The counselor will take initial steps to gather inforbecome aware of the risks associated with this topic. mation about the reported incident, prioritizing the safety and well-being of the student(s) involved. FolParents or guardians who provide or facilitate access low-up activities will be conducted in a manner that to alcoholic beverages or legal and/or illegal drugs ensures the information is factually documented and to children and adolescents may be referred to the that strict confidentiality is maintained. School Coexistence Committee. The following procedure will be performed: PROCEDURE FOR REPORTING SUSPECTED • Provide a space to listen to the child. A report will be CASES OF ABUSE OR MISTREATMENT prepared containing information such as the date and location where the alleged abuse occurred, the When there is reason to suspect domestic violence, age of the participants, and the relationship of the child abuse, abuse (emotional, physical, and sexual), alleged abuser. seduction, or sexual harassment (grooming) of a mi- • Prioritize the safety and protection of the student(s) nor, it is the responsibility of staff or any member of involved, ensuring that, as appropriate, they are the educational community to report their suspicions treated by the health service or police forces. to the counselor and/or the director of their academ- • Report the case to the Dean of School Coexistence ic section. In all cases, whoever receives this report, and the section director, who will then inform the whether the counselor or director of the section, must Rector. inform the respective deans of school coexistence. • Inform the parents of the minors involved. Minutes of this meeting will be kept. All cases must follow the procedures established in • Determine the course of follow-up actions that may the “Comprehensive Care Route for School Coexisinclude: Closing the case, continuing the internal intence” Type III, which is part of the Colegio Bolívar Covestigation, and preparing the appropriate reports. existence Manual, in order to comply with Law 1146 • If the situation warrants it, report the case to the of 2007, which establishes the obligation to report or state entities or authorities (ICBF, Prosecutor’s Ofdenounce to the competent authorities any conduct fice, Child and Adolescent Police, referral to your or indication of emotional, physical and sexual abuse EPS, SIUCE). against children or adolescents. • Interview staff members as necessary to document information related to the case. Adults should never guarantee confidentiality to any- • If the allegation of abuse or neglect involves a one who makes a complaint or report, nor should member of the teaching or non-teaching staff, the they agree to keep a secret that could endanger their administration will prioritize ensuring student safehealth or safety or that of another person, especially ty. In these cases, pending the respective process, a minor. the employee(s) involved may be subject to immediate suspension or temporary removal from their Individuals (administrators or counselors) who report duties, pending legal and disciplinary proceedings suspected abuse or neglect, as well as the school staff that may lead to termination of their employment. involved, should not discuss the case beyond the steps described in this policy. STEP 2 - After the initial research Based on the information acquired, an action plan Those involved will be informed of relevant informa- will be developed to support the student(s) and their tion related to child protection only on a “need to families. know” basis. Any information shared in this manner • Maintain contact with the student and their family must be kept strictly confidential. to provide support and guidance, as appropriate, from the Counselor and the Director of the AcaSTEP 1 - Receiving the complaint and gathering demic Section. the initial information • Observe the student during the school day to en4

sure their well-being during classes and breaks. • Maintain contact with external therapists to update the student’s progress at the School. • Referral of student and family for external professional support. • If the case requires reporting to the appropriate authorities, the Dean of School Coexistence will ensure the corresponding report and follow-up. We are ready to respond to any requests they may make. • Report the case to the School Coexistence Committee by the Dean of School Coexistence.

• Maintain contact with the student and their family to provide support and guidance, as appropriate. • Provide ongoing support to teaching staff responsible for the affected student(s). • Maintain contact with external therapists to update the student’s progress. • Determine the course of follow-up actions which may include: Closing the case or continuing with additional follow-up.

All documentation collected regarding the case will be filed in the confidential file of the Department and the Dean of Living Together. In the event of a transfer STEP 3 - Follow-up to another educational institution, the records may The Director of the Academic Section, the Counsel- include a notice that there is a confidential file for the or , and the Dean of School Coexistence will collab- student. In all cases, the student’s sensitive informaorate to create a follow-up plan that may include: tion will be protected.

CHAPTER 2 PROFESSIONAL BOUNDARIES (TEACHING AND NON-TEACHING STAFF) WITH STUDENTS

PROFESSIONAL LIMITS RELATED TO PHYSICAL RESTRAINT

This chapter provides guidance to all staff members, volunteers, and external providers at Colegio Bolívar in maintaining a professional role with students. The goal is to ensure that student safety is paramount within our educational community and to provide appropriate protection to staff in their dealings with students.

If a student exhibits hostile, aggressive, or highly disruptive behavior and refuses to leave the classroom, the teacher should immediately call the academic section office for support. The Section Director , or in their absence, the Counselor or Dean of Student Relations, will determine the next steps. Ideally, one adult should stay with the student in crisis and the other with the rest of the class.

This policy aims to protect students and staff in their care in risky situations within the context of child protection. As school employees, you must be aware of your own and others’ vulnerability, especially when working alone with minors, and recognize the responsibility to maintain physical, emotional, and sexual boundaries in these interactions.

Bolívar School staff should not physically restrain a student unless there is an imminent threat to their own safety or the safety of others (for example, jumping out of a window, having a physical altercation, or crossing into traffic). Any incident of this nature must be documented.

Guide to Physical Contact: • Do not touch a student in a way that might make them uncomfortable. • Avoid touching a student when he or she is angry or frustrated. • Never touch a student in a sexual manner.

EXAMPLES OF UNACCEPTABLE BEHAVIOR IN DEALING WITH STUDENTS It is the adult’s responsibility to establish and respect limits. • When a student attempts to involve an adult in inappropriate behavior, the adult must radically re5

ject this insinuation. • Inappropriate comments about a student’s appearance, intelligence, etc. • Inappropriate conversations or jokes of a sexual or intimidating nature. • Use of inappropriate nicknames. • Obscene gestures and language. • Facilitate access to pornographic or overtly sexual material. • Inappropriate correspondence, including personal email, telephone, SMS text messages, WhatsApp, and non-institutional social media (e.g., social contact via social media). • Taking photographs of students who do not have an educational context. • Posting photographs of students. • Initiating or allowing inappropriate physical contact by a student, such as a massage or sitting on a student’s lap. • If you have to touch a student (accident, sports training, etc.), always ask permission before doing so. If the student refuses to be touched, don’t touch them. • Avoid touching areas that are normally covered by swimsuits: breasts, buttocks, or groin. • When it is appropriate to hug, do so from the side, above the shoulders, not from the front. • Being alone with a student outside of the school environment and/or school hours. • Being alone in a closed classroom or office with a student, except for counselors, medical staff, and school administrators. • Carrying a student on your vehicle without written parental permission. • Avoid entering student restrooms except in cases of extreme necessity to safeguard the student’s physical safety. If you need to enter due to suspected acts of vandalism or illegal substance use, the staff member may do so as long as they are accompanied by another adult. Otherwise, they must wait until the student(s) leave the restroom to initiate the disciplinary process.

to accusations of misconduct in accordance with this document and the Coexistence Manual . All teaching and non-teaching staff at Colegio Bolívar have the duty and responsibility to report suspected incidents of possible child abuse. Personal communication for non-educational purposes is not permitted. The trip administrators or coordinators will have contact information for all students and parents in case of emergency. Photos/videos of students may not be posted on social media. The Bolívar School Communications Department will carefully review photos/videos taken by the administration to ensure they adhere to data privacy protocols.

Physical Contact: • Inappropriate and unnecessary touching, massaging, tickling, or hugging should never occur between an adult and a student. If you observe inappropriate or unnecessary touching, you must immediately report it to a trip administrator. • Staff may offer side hugs, handshakes, high fives, fist bumps, and pats on the upper back or shoulder only if the student allows it. Do not touch a student’s face unless there is an injury. • Before assessing injuries, ask the student if you can touch them near the injured area to complete the assessment. Use the rule of two (two adults present) when assessing or treating an injury. During emergencies, one adult may be with a student while the other adult seeks emergency services. • Always use designated conference rooms/meeting areas in hotels for socializing among athletes, coaches, athletic staff, and escorts. All socializing occurs in groups and is subject to the rule of two. Meetings and other interactions between students and staff/escorts take place in public areas of the hotel or athletic facility, not in hotel rooms or restrooms. Staff should not meet with students in personal/private spaces such as hotels or locker rooms. PROTECTION EXPECTATIONS DURING TRIPS OR • Staff may conduct a room check to ensure students OVERNIGHT EDUCATIONAL OUTINGS are in a safe environment. The door must be open during this check and the rule of two must be obChaperones must avoid any behavior that could lead served. 6

• If students do not allow a staff member to enter a Although staff members should be cautious when room, they should immediately contact the admin- communicating electronically and online, this doesn’t istrator or trip coordinator. mean it should be avoided altogether. Staff members • Students should not leave their rooms after curfew should maintain professional interactions, as they without adult escorts and only within the guide- would in the classroom, and build a positive online lines of the team or with express permission (ex- presence. Know and respect appropriate professioncept in cases of emergency). al boundaries with students, even when they initiate • Clearly specify where students can and cannot go the electronic interaction. independently or without an accompanying adult. Establish the expectation that students must use The following guidelines serve as a guide for teaching the buddy system when inside the hotel. and non-teaching staff members in determining best practices: PROFESSIONAL COMMUNICATIONS BETWEEN • When interacting with students electronically, am EMPLOYEES AND STUDENTS I behaving ethically and professionally? Am I using good judgment? This policy is designed to guide teaching and • Does my use of electronic communication and sonon-teaching staff in the professional use of digital cial media enhance learning or satisfy a personal communication and social media. Electronic communeed? nication encompasses social media and other forms • Was it a student who initiated the communication of messaging that allow users to interact, create, or was it me? share, and communicate information online. For ex- • Would you write or post this knowing that it will ample, electronic communication includes, but is not never be deleted and will remain public forever? limited to, messaging or video chat programs, web- • What are my reasons for sharing this information sites, applications, email, text messaging, and blogs. with a student, are they professional or personal? It also includes social media platforms such as Face- • Would I feel comfortable if my students, their parbook, Twitter, Instagram, Google+, and YouTube. ents/guardians, my supervisor, my family, or the media saw this photo or comment? Staff should use the tools at their disposal respon- • Am I maintaining appropriate professional boundsibly, thoughtfully, and professionally to communiaries? Do my colleagues or supervisors consider cate, connect, share, and create educational content what I’ve posted to be reasonable and professional? in ways that enhance their role at CB. However, all • Would you communicate like this in my community? teachers and staff should be aware of the potential • Are the photos, videos, or audio recordings you risks associated with electronic communication so posted susceptible to misrepresentation or manipthat it can be used safely and appropriately. ulation? • Is confidential student/parent information private ? Maintaining professional boundaries in all forms of • Do I stay up to date with social media technology communication, whether technology-related or not, to protect myself from misuse? is vital to maintaining trust and appropriate profes- • How does my online presence—the one I control sional relationships. When more informal communiand the one others publish—reflect my professioncation channels are used with students and parents, alism, and how does it reflect on the teaching proprofessional boundaries can begin to blur. fession? Official institutional tools allow you to better control Teaching and non-teaching staff members must not the audience to whom your communications are di- use digital communication to express discriminatorected. This policy will help you use your profession- ry or prejudiced attitudes or views, or to in any way al judgment to identify and avoid the potential risks discredit the College’s reputation. This includes onfound in this document. line communication that discriminates on the basis 7

of age, race or ethnicity, religion, political affiliation, gender, sexual orientation, or disability.

educational community when sending emails and when awaiting responses. • Teaching and non-teaching staff should avoid sharing their personal phone numbers with students or parents. • Teaching and non-teaching staff should not collect or share identifying or confidential information about students, parents, staff, or any community member on social media. • Teaching and non-teaching staff members should never encourage students under the age of 13 to create or use personal social media accounts. • If a faculty or staff member makes a mistake on social media, be sure to correct it and clarify with a supervisor what has been done to address it. If it is a significant error (for example, exposing private information or reporting confidential information), please contact your supervisor immediately so that Colegio Bolívar can take appropriate measures to minimize the impact of any errors.

Electronic communication and social media expectations: • Use College/ Powerschool email or another authorized learning management tool when communicating professionally with students, parents, and colleagues. • Notify parents/guardians before using social media for classroom activities. • If you need to communicate with students through social media, you should create a professional account that will be used for these interactions. • Be careful with your online posts to ensure there is no potential for serious repercussions or embarrassing situations. • Do not send or accept “friend” or “follow” requests from a student on personal social media accounts. • Never post a student’s photos, names, or identifying information online without confirming that you have been granted all necessary permissions. • Keep netiquette in mind when communicating: greet politely; respond in a timely manner; don’t overuse email; don’t YELL in messages; only “reply all” when a group conversation is required; use links to shared documents instead of attachments. • Staff members should report any suspicious activity related to electronic communication or social media, as well as any violations of these guidelines by themselves, their peers, or other adults on campus, to their immediate supervisor. • Employees should be mindful of the realities of the school and work schedules of members of this

PRIVACY PROTECTION • Manage the privacy and security settings for your social media accounts. Ensure your content and photo privacy settings are appropriate and control who can post on any of your social media accounts. • Regularly monitor the content you or others post on your social media accounts. Delete anything that is inappropriate. • Please ask others to refrain from tagging you in any photographs without your permission. • Assume that the information you post can be accessed or altered.

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