Peer-reviewed article
Online sexual exploitation and grooming in inclusive settings: school response mechanisms and the first 24 h
Alper Gülay, Gökhan Kahveci ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how schools in Türkiye that include students with special educational needs identify and respond to online sexual exploitation and grooming. Researchers interviewed 30 school professionals, 15 teachers and 15 administrators, and analysed the answers by theme. Staff linked risks mostly to unmoderated social media and online games, and usually noticed concerns through changes in student behaviour. Referral to the school guidance or counselling service was the usual first step, but many staff were unsure about legal reporting duties and referral pathways and felt unprepared. The authors conclude that technical safety measures alone are not enough.
Key points
- Risks were most often linked to unmoderated interactions on social media and in online games.
- Concerns were commonly recognised through behavioural indicators.
- Referral to the school guidance/counselling service was the typical initial response.
- Participants were uncertain about legal reporting requirements and referral pathways and felt insufficiently prepared.
- The authors call for clear reporting protocols, structured staff training and sustained collaboration with families.
Limitations
The findings come from the views of 30 teachers and administrators in Türkiye, not from students, families or case records, so they cannot show how often cases occur or how well responses work. The abstract does not describe how participants were selected or how widely the results apply.
Abstract
The increasing integration of digital technologies into inclusive school settings may heighten the vulnerability of students with special educational needs to online child sexual exploitation and abuse (OCSEA) and online grooming. This study examines schools’ capacity to identify and respond to these risks, with a focus on the initial response in the first 24 h after a concern is raised. Semi-structured interviews were conducted with 30 school professionals in Türkiye (15 teachers; 15 school administrators) working in inclusive settings. Data were analysed using thematic analysis. Seven themes were identified: (1) digital risks encountered by students within inclusive school settings, (2) early warning signs, (3) schools’ initial response process in suspected cases, (4) schools’ technical safety measures, (5) gaps in student-facing education, (6) teachers’ professional development needs, and (7) recommendations for families. Risks were most frequently linked to unmoderated interactions on social media and in online games. Concerns were commonly recognised through behavioural indicators. Although referral to the school guidance/counselling service was typical, participants reported uncertainty about legal reporting requirements and referral pathways and described feeling insufficiently prepared. Overall, the findings suggest that technical measures alone are inadequate and underscore the need for a comprehensive school safety approach that includes clear reporting protocols, structured staff training, and sustained collaboration with families.