AN ADVISORY FOR CHILD PROTECTION IN SCHOOLS

CHILD PROTECTION COMPENDIUM TEAM

NAME AND DESIGNATION

1 Ms. Bhawna Garg, IAS

Secretary Social Welfare, Chandigarh Administration

2

Ms. Nishu Singal, HCS

Director Social Welfare, Chandigarh Administration

3

Mr. Neil Roberts,

Chairperson, Child Welfare Committee, Chandigarh

4

Dr. Monica M.

Singh,

Senior Assistant Professor, Centre for Social Work, Panjab University

5

Ms. Sangita Vardhan,

Chairperson, Vatsal Chaya, Chandigarh

6

Ms. Bisman Ahuja,

Program Manager, UTCPS, Chandigarh

7

Ms Tabhsum Khan,

Program Officer (JCL), UTCPS, Chandigarh

8

Ms Pooja Pande,

Program Officer

(CNCP), UTCPS, Chandigarh

9

Ms Preeti Sainni,

Program Officer

(SARA), UTCPS, Chandigarh

10

Ms Anupama, Research Scholar, Panjab University, Chandigarh

11

Ms Mehak

Gandhi, Panjab University, Chandigarh

The Union Territory Child Protection Society (UTCPS) has been established under the Integrated Child Protection Scheme (ICPS) of Ministry of Women and Child Development, GOI, which aims to provide a protective environment for all children enabling them to lead a safe, secure and well protected life. ICPS also speaks about establishing quality and prescribed standards for care and protection of children to which all protection services, should adhere comprising physical infrastructure, human resource requirements, as well as protocols and guidelines for services and operational manuals for stake holders. The UTCPS also ensures improvement and expansion of services for children in need of care and protection and children in conflict with law.

Following the above goals, Union Territory Child Protection Society has undertaken an initiative to prepare a comprehensive Child Protection Compendium which comprises Standardized Operating Procedures (SOP) for stakeholders in Chandigarh to ensure effective and improved implementation of the Juvenile Justice Act, 2015 and other legislative provisions for the safety and welfare of children. Comprehensive modules have been prepared on procedures mandated and advised under the Juvenile Justice Act 2015, child centric legislation like POCSO 2012, RTE 2009, CPCR Act 2005, Child Labour and others for better understanding and implementation thereof. The compendium incorporates the perspective of child protection by providing a safety net to children of Chandigarh and strengthening protection structures by laying down clear response mechanisms, roles and responsibilities as well as the normative framework which underpins the whole subject of child rights and protection. This laudable initiative was spearheaded and helmed by Ms Bhawna Garg, IAS, Secretary, Social Welfare and Ms Nishu Singal, HCS, Director Social Welfare Women and Child Development, Chandigarh. The keystone value which imbues this effort is to ensure the best interest of the child, as the central principle of the Child Protection and Juvenile Justice.

In this regard a committee was formed under the overall guidance of Dr. Monica M. Singh, Senior Assistant Professor, Centre for Social Work, Panjab University, Chandigarh to be assisted by Mr. Neil Roberts, Chairperson, Child Welfare Committee, Chandigarh and Ms. Sangita Vardhan, Chairperson, Vatsal Chaya, Chandigarh to undertake this challenging and worthy task.

Union Territory Child Protection Society team was led by Ms. Bisman Ahuja, Program Manager, UTCPS with Ms Tabhsum Khan, Program Officer (JCL), Ms Pooja Pande, Program Officer (CNCP) and Ms Preeti Sainni, Program Officer (SARA) working on different assigned modules.

Foreword

Research Scholar Ms. Anupama Bharti (Panjab University) and Ms. Mehak Gandhi (MSW Student, IGNOU ) were also invited for general research and specific Modules of Drug Abuse and Physical Abuse respectively.

The CPWG thus formed, well represented the domain of Child Rights and Child Protection by having members drawn from Social Work academicians, Social Work practitioners, government personnel, Statutory Child Rights Bodies and Non-Governmental organisations working in the field of child rights and development under the overall stewardship of Administrative Secretary Social Welfare who acted as the team leader and oversaw every detail ably assisted by Director Social Welfare. The methodology followed was participatory and the first draft of the SOP'S were shared with primary stakeholders from the Department of Health, Police, Education, Child Welfare Committee, Juvenile Justice Board, State Legal Services Authority, Women and Child Helpline, staff of child care institutions and Representatives of NGO'S. Their feedback was sought and included and this enhanced the quality of role identification and process of documentation. The participation and constant inputs from Special Juvenile Police Unit, Department Of Labour, officials of Child Care Institutions and State Legal Services Authority brought value to this process.

In the initial phase, the four modules started were related to procedures for orphan and abandoned children vis a vis adoption, child sexual abuse, child labour and procedures for apprehension of children in conflict with law. The process was completed through preparation of a basic framework, role identification, stakeholder feedback & detailing of procedures as per principles of Juvenile Justice (Care and Protection of children) Act, 2015 and relevant legislations. Subsequently, more child protection issues were taken up and modules on Children with disabilities, children facing physical abuse, drug abuse, procedures for staff of child care institutions and a child protection advisory for schools were prepared.

Each module contains standard operating procedures(SOP'S) includes definitions, frequently asked questions, legislative framework, role of stakeholders and detailed step wise procedures for the reporting, rescue and rehabilitation of children in need of care and protection/conflict with law, including institutional and non-institutional services and formats /forms necessary for each specific procedure.

The broader vision of the compendium is to ensure that Child Protection becomes a sustained focus in Chandigarh particularly amongst stakeholders within government and without who are dealing with children , like statutory bodies, services, institutions, NGO's, etc. and that the objective of safeguarding children, furthering their welfare and wellbeing is strongly translated into both policy and practice.

Shri Parimal Rai, I.A.S.Adviser to the Administrator

U.T. Chandigarh

MessageChildren are vulnerable because they depend upon adults for the realization of their rights and it is essential that that we do whatever we can to ensure their protection. While holding a charge which directly impacts their welfare this solemn responsibility has been a priority for me .

As the world around us keeps rapidly changing , our children increasingly remain exposed to old as well as new risks to their health , safety and well being. In a quest to achieve the best possible implementation of child centric programs and laws in Chandigarh the idea to put together a compendium on child protection came up in the month of May, 2016. A Child protection Working Group was formed with Ms Bismun Ahuja Program Manager and Ms Pooja Pande, Ms Preeti Sainni, Ms Tabhsum Khan Program Officers of U.T.C.P.S. Chandigarh and Dr Monica M. Singh Sr.Asst. Professor Department of Social Work,Mr Neil Roberts, Chairperson, Child Welfare Committee , Chandigarh, Ms Sangita Vardhan , Chairperson ,Vatsal Chaya Trust . A timeline of two months was set up and the work was begun.

The constant aim was to lay down Standard Operating Procedures for each category of children in the ambit of the Juvenile Justice (Care & Protection)Act, 2015 , POCSO, 2012, Child Labor Act , 1986,Right To Education Act 2009,Child Marriage Act , Mental Health, ICPS and Draft National Plan of Action for Children 2016. In addition to the procedures the normative framework and relevant information of each issue like child labor, children in conflict with law, non-institutional care, children in Chandigarh child care institutions children with special needs, children facing physical, sexual or substance abuse and children 's safety in schools was included in concise but informative segments.

Primary stakeholders from different departments like the Assistant Labor Commissioner, Education, State Legal Services Authority, J.J. Board, Child Care Institutions were also involved in the process to gain valuable feedback on actual functioning on the ground both for the Compendium as well as the film script.

It was felt by the group that with the current culture of social media an audio video module would bring an interest and value to the project and so a short film training module was started. I am happy to say that along with the Compendium the film is also ready for release and I would like express my gratitude to Mr Amit Chandpuri, the Film Director for working within a tight time frame and repeated editing of the script .

The Child Protection Working Group has worked tirelessly over the last 3 months , with almost daily and long meetings , even on weekends. I would like to express my appreciation to U.T.C.P.S team for their dedicated work, Dr Monica for bringing in her academic knowledge, Mr Neil Roberts and Ms Sangita Vardhan for their practical experience and experience in the domain of child rights and child protection and to all those who contributed to this worthy task.

For me it has been a very sensitizing and learning experience which will remain with me. Amidst the daily rush of routine and multiple portfolios this has been a refreshing and fulfilling experience .I sincerely hope that it will be of great value and benefit to all , within government and without.

Bhawna Garg,I.A.S. Secretary, Social Welfare Department,

Women & Child, Chandigarh Administration

INDEX

CHAPTER

DESCRIPTION

PAGE NUMBER

CH 1 Introduction 4

CH 2 Objectives 5

CH 3 Useful Q & A 8

CH 4

Components of an effective Child Protection Policy A policy document Roles & Responsibilities Clear Reporting Procedures School Ethos Parent Engagement Staff Involvement & Consultation

14

CH 5 Supporting pupils at risk and victims of CSA 19

References 25

Annexures 26

Directory 36

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ABBREVIATIONS

ABBREVIATION FULL FORM

CCI CHILD CARE INSTITUTIONS

CCPCR CHANDIGARH COMMISSION FOR PROTECTION OF CHILD RIGHTS

CrPC CODE OF CRIMINAL PROCEDURE, 1973

CSA CHILD SEXUAL ABUSE

CWC CHILD WELFARE COMMITTEE

CWO CHILD WELFARE OFFICER

CWPO CHILD WELFARE POLICE OFFICER

DCPU DISTRICT CHILD PROTECTION UNIT

ICPS INTEGRATED CHILD PROTECTION SCHEME

IPC INDIAN PENAL CODE

JJ ACT JUVENILE JUSTICE (CARE AND PROTECTION OF CHILDREN) ACT 2015

JJB JUVENILE JUSTICE BOARD

NCPCR NATIONAL COMMISSION FOR PROTECTION OF CHILD RIGHTS

NGO NON-GOVERNMENTAL ORGANISATION

POCSO Act PROTECTION OF CHILDREN FROM SEXUAL OFFENCES ACT, 2012*

*herein after referred to as Act in the present document

SCPS STATE CHILD PROTECTION SOCIETY

SJPU SPECIAL JUVENILE POLICE UNIT

SLSA STATE LEGAL SERVICES AUTHORITY

Note:

Child means every child (0-18 Years).

“Child Friendly” means any behavior, practice, process, attitude, environment or treatment

that is humane and considerate.

The content is based upon Indian laws and programs pertaining to children and international

covenants. The material also draws upon Child Protection information from I.C.P.S., U.N.,

WHO, and UNICEF.

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CHAPTER 1

INTRODUCTION

Children are our national asset and form 39% of our people. The Indian Constitution grants children all rights as equal citizens, and a host of legislations and international covenants place a solemn duty upon the State to guarantee children's rights and entitlements to a safe, healthy and gainful life.

National action plans were adopted in 1979, 1992 and 2005 and the National Policy for Children20l3 adopted by the Government of India ,adhered to our Constitutional mandates and the guiding principles of UN Convention for the Rights of the Child . In active recognition of international standards, the Indian Government moved the UN General Assembly to declare an International Year for the Child in 1979. It acceded to the UN Convention on the Rights of the Child (UN CRC) in 1992. These acts of accession and ratification stand as treaty obligations which India has undertaken to fulfill.

The Ministry of Women and Child Development, Government of India has recently drafted the National Plan of Action for Children 2016, which provides a roadmap that links the Policy objectives to actionable strategies. This Policy is meant to guide and inform all laws, policies, plans and programs affecting children. As children’s needs are multi-sectoral and interconnected they require collective action, and the Policy aims for purposeful convergence and strong coordination across different sectors (especially child related) and levels of governance; active engagement and partnerships with all stakeholders and the setting up of a comprehensive and reliable knowledge base and sensitization and capacity development of all those who work for and with children. A long term, sustainable, multi-sectoral, integrated and inclusive approach is necessary for the overall and harmonious development and protection of children.

Recognition of every child’s worth, and provision for this critical protection thus stand at the heart of the Government’s present resolve to formulate and carry out a new plan to benefit all children in the country.

In setting the course of national action for the good of children, India expresses its awareness that childhood safety and security are essential components of change and progress across and above all sectors of development.

The best interest of the child is a primary concern in all decisions and

actions affecting the child.

Integral to the well-being of all children is the assurance of their safety

and security.

The rights of the children

are categorized under 4

Key Priorities:

1. Survival, Health and

Nutrition

2. Education and

Development (including

Skill Development)

3. Protection

4. Participation

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India has passed various child-centric legislations pace with both foundational and evolving standards of care and protection.

Juvenile Justice Care and Protection Acts (2000) and 2015

Commission for the Protection of Child Rights (CPCR 2005),

Prohibition of Child Marriage Act (2006),

Right of Children to Free and Compulsory Education Act (2009),

Protection of Children from Sexual Offences (POCSO) Act (2012).

The Government is implementing large number of schemes and programmes for children. Notable among them are Integrated Child Development Scheme (ICDS, 1975), Swachh Bharat Mission (Total Sanitation Campaign, 1999 and Swachh Bharat Mission, 2014), Sarva Shiksha Abhiyan (SSA, 2000), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), National Health Mission (NHM, 2005), Integrated Child Protection Scheme (ICPS, 2009), National Skill Development Mission (NSDM, 2015) and many others.

Guiding Principles and Key Concepts

Every child has universal, inalienable and indivisible human rights

The rights of children are interrelated and interdependent, and each one of them is equally

important and fundamental to the well-being and dignity of the child

Right to life, survival and development Mental, emotional, cognitive, social and cultural

development of the child is to be addressed in totality

All children have equal rights and no child shall be discriminated against on grounds of religion,

race, caste, sex, place of birth, class, language, and disability, social, economic or any other status

Family or family environment is most conducive for the all-round development of children. Every

child has the right to a dignified life, free from exploitation. Safety and security of all children is

integral to their well-being.

Children are capable of forming views and must be provided a conducive environment to express

their views in any way they are able to communicate, in matters affecting them.

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CHAPTER 2

OBJECTIVES

The purpose of this advisory and given procedures is to provide a clear roadmap to school

management authorities and school personnel in implementing Child Protection programs

within the school setting.

The procedures contain essential and important elements which are intended to ensure

effective and uniform implementation at school level. It seeks to bring a consistency of

approach in relation to each school’s oversight and responsiveness towards safeguarding

children.

The advisory gives guidance to school authorities and personnel on mandated procedures

when dealing with incidents of child abuse and neglect

In all cases, the most key principle to be taken into account is the protection of children and

their best interest.

It will identify the different types of abuse and exploitation, their signs and symptoms and effects on children as well as risk factors and vulnerabilities which may indicate abuse. It will help in understanding the importance of child rights, their vulnerability and responsibility to protect them in the school setting.

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CHAPTER 3

USEFUL Q & A

1. Why should schools have a child protection plan?

It is important to understand that the whole ecosystem of child rights and child protection is

becoming progressively more comprehensive and more child centric and everybody who is

dealing with children is in the ambit of child protection requirements.

1. Child centric laws and policies all require adherence to the key principle that children

have to be safeguarded from any kind of harm.

2. Article 21 of the Constitution of India which protects the right to life and dignity

includes the right to education for children up to 14 years of age 2. Corporal

punishment amounts to abuse and militates against the freedom and dignity of a child.

It also interferes with a child’s right to education because fear of corporal punishment

makes children more likely to avoid school or to drop out altogether. Hence, corporal

punishment is violative of the right to life with dignity. Section 21(1) of the POCSO Act,

2012 requires mandatory reporting of cases of child sexual abuse to the law

enforcement authorities, and applies to everyone including parents, doctors and

school personnel. Failure to report a suspicion of child abuse is an offence under the

Act. The legislation makes it clear that the reporting obligation exists whether the

information was acquired through the discharge of professional duties or within a

confidential relationship

3. NCPCR Guidelines on Corporal Punishment- see Box 1

4. Article 19 of the UNCRC: States Parties shall take all appropriate legislative,

administrative, social and educational measures to protect the child from all forms of

physical or mental violence, injury or abuse, neglect or negligent treatment,

maltreatment or exploitation, including sexual abuse, while in the care of parent(s),

legal guardian(s) or any other person who has the care of the child.. The UNCRC also

states that it is the right of children to be protected from all forms of abuse and

neglect.

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5. Making sure children are safe and protected is a critical part of their education

because 12 of their formative years are spent in school. Everyone who comes into

contact with children and their families has a role to play in safeguarding children. As

school is second only to the home as an integral part of a child's life.

6. Corporal Punishment is a violation of RTE: The Right to Education Act of 2009 Act

clearly states that education has to be free from fear and discrimination.

Children cannot learn effectively if their peace of mind is troubled by lurking fears and

experienced adversity. The safety of children and realization of the right to education,

their wellbeing and holistic development is closely linked.

Mental and emotional barriers are just as serious maybe more, than physical barriers

like distance, difficult terrain or strife.

Negative and harmful treatment, abuse impede a child’s emotional and physical

health, and undermine his/her ability to learn.

Section 29 of the RTE stipulates that: (2) the academic authority, while laying down the

curriculum and the evaluation procedure under subsection (1), shall take into consideration

the following, namely:--

(a) Conformity with the values enshrined in the Constitution;

(b) All round development of the child;

(c) Building up child's knowledge, potentiality and talent;

(d) Development of physical and mental abilities to the fullest extent;

(e) Learning through activities, discovery and exploration in a child friendly and

child-centered manner;

(f) Medium of instructions shall, as far as practicable, be in child's mother tongue;

(g) Making the child free of fear, trauma and anxiety and helping the child to

express views freely;

(h) Comprehensive and continuous evaluation of child's understanding of

knowledge and his or her ability to apply the same.

Implicit in these clauses is the need for the child to be free of fear and any ill treatment and a

school ethos which is rooted in promoting all round safety and well-being of children. So the

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ambit ranges from child friendly respectful approach and school culture to the provision of

hygienic and clean school spaces and so on.

Banning corporal punishment, 9 September 2007 NCPCR

Since the time schools have reopened this academic session, there have been news

items on the ghastly violence on children in schools. For example in Rajasthan the

report was on the death of a student two days after the school teacher beat him up;

in Andhra Pradesh the report was on how a school teacher subjected her students to

electric shock, with full support and even justification given by the school head

master. These are not isolated instances but manifestations of a culture of violence

and insensitivity to children and their rights.

Children due to fear are often silent and submit to violence without questioning. They

sometimes show signals of deep hurt in their behavior but this goes unnoticed,

perpetuating further violence on them.

Corporal punishment involves, rapping on the knuckles, running on the school

ground, kneeling down for hours, standing up for long hours, sitting like a chair, and

beaten with a scale, pinched and slapped, child sexual abuse, torture, locking up

children alone in classrooms, 'electric shock' and all other acts leading to insult,

humiliation, physical and mental injury, and even death. It is being noticed that

corporal punishment in schools both government as well as private is deeply

ingrained as a tool to discipline children and as a normal action. All forms of corporal

punishment are a fundamental breach of human rights. A slap is as detrimental to

the child's right as grievous injury.

Indeed there are no gradations since it must be seen that condoning so called 'small

acts' actually lead to gross violations. It is also legally impermissible.

The Supreme Court has banned corporal punishment for children on December 1

2000 when it directed the State to ensure "that children are not subjected to corporal

punishment in schools and they receive education in an environment of freedom and

dignity, free from fear". Children are as human and sensitive as adults are, if not

more.

They need to be secure with a caring atmosphere. Practicing non-violence as a

highest form of culture begins with seeing children as children. It is necessary for

adults to behave with them in a manner that they are not subject to violence and

hurt of any kind. In a way fostering such a culture will develop adults as responsible

adults who would in turn be vigilant and question those that are breaking the norms

of respecting childhood.

It is in this context, that the onus of responsibility in safeguarding children from

punishment lies with the schools teachers, education administration at all levels as

well as all those responsible for management equally.

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1. NCPCR Guidelines on Corporal Punishment-

All forms of corporal punishment including sexual abuse are harmful to the child.

Currently, there is no statutory definition of corporal punishment of children in

Indian law. Definition of corporal punishment can at best only be indicative.

In keeping with the provisions of the RTE Act, 2009, corporal punishment could

be classified as physical punishment, mental harassment and discrimination.

Physical punishment is understood as any action that causes pain, hurt/injury and

discomfort to a child, however light. Examples of physical punishment include

but are not restricted to the following:

Causing physical harm to children by hitting, kicking, scratching, pinching, biting,

pulling the hair, boxing ears, smacking, slapping, spanking or with any implement

(cane, stick, shoe, chalk, dusters, belt, whip, giving electric shock etc.);

Making children assume an uncomfortable position (standing on bench, standing

against the wall in a chair-like position, standing with schoolbag on head, holding

ears through legs, kneeling etc.);

Forced ingestion of anything (for example: washing soap, mud, chalk, hot spices

etc.);

Detention in the classroom, library, toilet or any closed space in the school. 4.3

Mental harassment is understood as any non-physical treatment that is

detrimental to the academic and psychological well-being of a child. It includes

but is not restricted to the following: 4.3.1 Sarcasm that hurts or lowers the

child’s dignity; 4.3.2 Calling names and scolding using humiliating adjectives,

intimidation; 4.3.3 Using derogatory remarks for the child, including pinning of

slogans; 4.3.4 Ridiculing the child with regard to her background or status or

parental occupation or caste; 4.3.5 Ridiculing the child with regard to her health

status or that of the family – especially HIV/AIDS and tuberculosis; 4.3.6 Belittling

a child in the classroom due to his/her inability to meet the teacher’s

expectations of academic achievement; 4.3.7 Punishing or disciplining a child not

recognizing that most children who perform poorly in academics are actually

children with special needs. Such children could have conditions like learning

disability, attention deficit hyperactivity disorder, mild developmental delay etc.;

4.3.8 Using punitive measures to correct a child and even labelling him/her as

difficult; such as a child with attention deficit hyperactivity disorder who may not

only fare poorly in academics, but also pose a problem in management of

classroom behaviours; 4.3.9 ‘Shaming’ the child to motivate the child to improve

his performance;

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2.-What is child abuse- The World Health Organization (1999) defines child abuse as:

“Child abuse or maltreatment constitutes all forms of physical and/or emotional ill-treatment,

sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in

actual or potential harm to the child's health, survival, development or dignity in the context

of a relationship of responsibility, trust or power.

Types of child abuse:

Emotional abuse: The failure of caregivers and adults to nurture a child and provide them

with the love and security that they require, and where a child's environment and

relationships with caregivers are unstable, coercive or unable to support the child's healthy

development.

Neglect and negligent treatment: Where a child is deprived of essential needs, such as love,

nutrition, clothing, warmth, shelter, security, protection, medical and dental care, education

and supervision.

Physical abuse: The infliction of bodily injury upon a child which is not accidental.

Family violence: Where one partner uses violence, and the threat of violence, to control their

partners, children and other family members This falls in the ambit of both physical and

emotional abuse because a broken or stressful home is most deleterious to children.

Sexual abuse: The involvement of a child in any sexual activity with an adult, or with another

child who is in a relationship of responsibility, trust and power over that child. Sexual abuse

includes, but is not limited to, the manipulation or coercion of a child into sexual activity, child

prostitution and child pornography. The long-term impact of child abuse is far-reaching; some

studies indicate that, without the right support, the effects of childhood abuse can last a

lifetime. Child abuse can be a single incident, but usually takes place over time.

Child abuse survivors demonstrate:

Poor mental health: are almost two and a half times as likely to have poor mental health

outcomes,

Unhappiness: are four times more likely to be unhappy even in much later life

Poor physical health: are more likely to have poor physical health.

Childhood physical and sexual abuse

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Medical diseases: increases the risk of having three or more medical diseases, including

cardiovascular events in women

Relationships: causes a higher prevalence of broken relationships, lower rates of marriage

in late life,

Isolation/social disconnection: cause lower levels of social support and an increased risk

of living alone

Behavioral health effects: is associated with suicidal behavior, increased likelihood of

smoking, substance abuse, and physical inactivity. Victims of child abuse and neglect are

more likely to commit crimes as juveniles and adults.

Potential negative impact of child abuse and neglect on mental health can be:

Depression

Anxiety disorders

Poor self-esteem

Aggressive behaviour

Suicide attempts

Eating disorders

Use of illicit drugs

Alcohol abuse

Post-traumatic stress

Dissociation

Sexual difficulties

Self-harming behaviours

Personality disorders.

2. Child abuse is not an issue in my school.

It is an unfortunate but harsh fact that child abuse is an issue wherever there are children. In

India, as in many countries, it has been shrouded in secrecy and remained hidden till a

government survey in 2007 exposed its depth and scale. The POCSO Act was a response to

the same.

3. My responsibility is education not child protection

Educators have a legally mandated responsibility for reporting suspected abuse or concerns

of risk or ill treatment and also to keep their classrooms free of fear, trauma and anxiety.

Risk and harm feared or experienced by a child is as much a barrier to learning as going hungry

or being in poor health. School staff are particularly important as they are in a position to

identify concerns early and provide help for children, to prevent concerns from escalating.

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Schools and their staff form part of the wider safeguarding system for children working

complementarily with social work, police, legal and health services both to promote the

welfare of children and protect them from harm.

If school personnel have concerns that children with whom they have contact may have been

abused or neglected, or are being abused or neglected, or are at risk of abuse or neglect, the

matter is advised to be reported without delay to the designated authority.

4. It is a worry to me that I will become involved in complicated procedures and hassles if I

report a concern.

You will not be alone in dealing with disclosure. Your role as a teacher is to report the matter

to the competent authority if you have a suspicion or concern that a child has been harmed

or may be harmed.

In case of disclosure you have to follow the reporting regulations set out in your school.

Usually these are as follows:

Listen to the child, reassure them that it is a good step to disclose and that they are

going to be safe.

Do not promise confidentiality but respectfully explain that it is necessary for safety

and will be only to those who need to know.

Report to the designated person or school head in your school, the helpline or police

.Keep a record of all conversations and actions taken. Do not delay.

Do not investigate. Your role is to hand over to professionals whose work is to

safeguard children.

5. How can I create a safe environment in my school as the School Head?

The basic minimum requirement is as follows:

Ensure that a child protection plan or policy is in place which lays down a clear

reporting and response mechanism.

Designate one staff member s Lead C.P. in charge and a deputy to fill in whenever

required.

Utilize UTCPS Child Protection Training for schools and ensure that all staff undergo

one annual training. New staff should get an induction training.

Be aware of child protection laws and related guidelines and child protection referral

agencies.

Ensure that your students and parents are aware of safety rules and school policies.

School Management Committee members must also be familiar with the above.

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Establish and promote a school culture where children feel safe, respected and

listened to. Personal and emotional learning, behavior programs, anti-bullying

awareness, participative activities and student forums will enhance the protective

factors in student’s personalities like self-confidence, resilience and trust.

Infrastructural safety, hygienic and clean surroundings in midday meal spaces,

classrooms, toilets and playgrounds is also part of school safety.

Note:

Detailed checklist of every aspect of child safety is provided in the annexures schools may

develop their own version for safety audit / self-evaluation/ formulating a CP plan and so on.

What is the threshold for referral or reporting a concern? (To senior person or directly to

Police or UTCPS or Child Helpline)

When Lead Person or any concerned staff member finds reasonable cause to suspect that a

child is suffering or is likely to suffer significant harm reporting is mandatory.

It is as per POCSO Act and also appropriate for child's health or development which is likely

to be impaired, or become worse , without the prescribed reporting.

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CHAPTER 4

COMPONENTS OF AN EFFECTIVE CHILD PROTECTION POLICY:

An effective whole school child protection policy is one which provides clear direction to staff

and others about expected codes of behavior in dealing with child protection issues.

An effective policy also makes clear the school’s commitment to the development of good

practice and sound procedures.

This promotes child friendly and empathetic handling of child protection concerns and

referrals while at the same time ensuring that the mandated actions are acted upon legally

and in ways which prioritize the needs of the child and keeps his best interests in mind.

The following components will make for an effective CP plan or policy:

A Policy- A policy document which provides an overview of the school’s position and

arrangements in respect of child protection and safeguarding

Training

Training in child protection, a working knowledge of relevant legislations and mandated

actions to be taken and standard operating instructions for school staff both teaching and

non-teaching as well as School Management Committee members.

Organizing training on Child Protection within school in collaboration with U.T. Child

Protection Society.

Ensuring refresher trainings as well as induction training for new personnel.

Have written Child Protection guidelines and reporting handouts/hand book, which should be

given to every staff member.

Report back to the Parent Department at least bi- annually. However individual cases should

not be discussed and confidentiality should be maintained as advised by trainers.

Procedures- Provides staff with clear procedures about the action they should take if they

encounter a situation of a child being abused or in danger of being abused.

The school will need to assign key staff members within schools who have specific

responsibilities under Child Protection procedures.

The names of those carrying these responsibilities in school for the current year should be

displayed and be known to very school employee, parent and student.

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School Ethos

Establish and maintain a school culture where children feel secure and are encouraged

to talk, and are listened to.

Ensure that children know that there are adults in the school who they can approach

if they are worried or are in difficulty.

This will be achieved through talking to the children as part of social and emotional

learning sessions, circle time, school assembly and on a one to one basis.

Include in the curriculum activities and opportunities for inputs which equip children

with the skills they need to stay safe and / or communicate their fears or concerns

about abuse.

Examples and suggested significant programs which impact children in school and

which promote child welfare:

PSHE Policy,

Anti-Bullying Policy and related awareness efforts down to classroom level.

Healthy Schools Policy,

Behavior and Discipline Policy

Medical Needs Guidance

Staff Codes of Conduct ,

Special Educational Needs Policy ,

E-Safety Policy

Students forums /clubs- these provide healthy outlets and learning opportunities

which raise children's self-protection awareness, communication skills, emotional

resilience and self-confidence and self-esteem.

Parent Involvement

Ensure that every effort will be made to establish good and regular communication,

participation and effective working relationships with parents and concerned staff from other

agencies.

Staff Involvement &Consultation

Policies are most effective when staff are encouraged to discuss and contribute to the final

document. Staff are required to apply the school’s Child Protection Policy and procedures so

they need to feel a sense of involvement and dialogue before documents are finalized. Their

Page | 16

feedback will be constructive and that they fully understand the implications for practice. So

meetings for setting up a CPP should include discussions and consultations with staff.

Roles & Responsibilities: The most important role is that of the Lead Person for Child Protection in that school. The Principal or School In charge may be Designated Lead Person responsible for Child

Protection issues in school or another staff member may be assigned the responsibility.

This role includes:-

Co-coordinating action within the school and liaising with Social Care and other agencies

over cases of abuse and suspected abuse.

Acting as the source of advice/information within the school.

Ensuring that all staff are familiar with the policy and procedures.

Referral of individual cases of suspected abuse as per mandated procedures.

Liaising with relevant agencies about individual cases.

Organizing training on Child Protection within school in collaboration with U.T. Child

Protection Society.

Ensuring refresher trainings as well as induction training for new personnel.

Have written Child Protection guidelines and reporting hand-outs/hand book, which

should be given to every staff member

Report back to the Parent Department at least bi-annually. However individual cases

should not be discussed and confidentiality should be maintained as advised by trainers.

Ensure that accurate records are prepared and kept by the school and that the case file

is up to date.

Ensure that all staff and know what to do if they suspect that a child is being abused.

Ensure wide dissemination among parents of the School’s duties and responsibilities

under the Child Protection procedures through the School Prospectus, via the School

website,

School Management Committees and community forums.

The warning signs of abuse , the safety precautions to take on a daily and habit forming

basis with the child ,the frequency of abuse by known people or family members, the

Page | 17

known patterns of child lures or tricks used by perpetrators will be taught during the

child protection training.

Staff should be kept informed about Child Protection procedures via staff training led by

the Designated Person. Also staff will be kept updated through compulsory staff

meetings

Staff/Personnel deputed with Specific Responsibility for Child Protection during leave of

designated person or during events or for any other reason

Being familiar with current guidelines on Child Protection and Safety checklists which

may be part of the training and to be aware of changes/amendments in the regulations.

Undertake appropriate training on Child protection and understand the different types

of child abuse.

Liaise regularly with the Designated Lead Person for Child Protection about procedures

in school.

The school may formulate forms and notification formats in CP concerns for internal

circulation. These have been given in the Annexures

Records and Monitoring

Well-kept records are essential to good child protection practice and state agencies can

guide/train when these records or parts of these records need to be shared with other

agencies.

All Child Protection forms and records should be kept in the Head teacher's room in a locked

cupboard/drawer.

Access to the Child Protection records is recommended to be only available through

designated staff.

If a child moves or transfers between schools, the Designated Person should ensure that the

appropriate records are transferred to the receiving school along with the SLC.

Sample formats for record keeping, reporting concerns are provided in the Annexure.

Rules of confidentiality

Rules of confidentiality dictate that it may not always be possible or appropriate for the

Designated Person to feedback to staff who report concerns to them. Such information will

Page | 18

be shared on a ‘need to know’ basis only and the Designated Senior Person will decide which

information needs to be shared, when and with whom. The primary purpose of confidentiality

in this context is to safeguard and promote the child’s welfare

Regular liaison with other agencies who support the pupils and their families, in-line with

appropriate legal aid or confidentiality parameters or other assistance.

Note:

It may be noted that detailed Standard Operating Procedures modules have been prepared by

the Child Protection Working Group under aegis of U.T.C.P.S, Social Welfare Department. Please

refer to the Standard Operating Procedures on Sexual, Physical and Substance Abuse of the Child

Protection Compendium

Page | 19

CHAPTER 5

SUPPORTING PUPILS AT RISK AND VICTIMS OF CSA

It is a recognized fact that children who are abused or who witness violence may find it

difficult to develop a sense of self-esteem and are preyed by depression and negative

thoughts. This school may be the only stable, secure and predictable element in the lives of

children at risk. Whilst at school, they must get all possible support even if their behavior is

challenging and difficult. Suspension or exclusion from school might consign the child to

worse and unsafe situations.

It is also recognized that some children who have experienced abuse may in turn abuse

others. The child should receive appropriate counseling and therapeutic sessions.

Statistically, children with behavioral difficulties, special needs and disabilities are very

vulnerable to abuse. School staff who work, in any capacity, with CWSN or children with

emotional and behavior problems will need to be very vigilant to signs of abuse.

It must also be stressed that in a home environment where there is domestic violence, drug

or alcohol misuse, children may also be particularly vulnerable and in need of support or

protection

If staff are uncertain about whether their concerns are indeed ‘child protection’ then a

discussion with their designated staff member will help in finding the most appropriate next

course of action

Staff should never:

Do nothing/ or assume that another agency or professional will act or is acting.

Attempt to resolve the matter themselves

References

1. Draft National Plan of Action for Children, 2016

2. National Plan of Action for Children 2013

3. Protection of Children against Corporal Punishment in Schools and Institutions .NCPCR

4. Study on Child Abuse: India 2007’, Ministry of Women and Child Development,

Government of India, 2007

5. U. N. Convention of Rights of the Child

Page | 20

Will say

it was

my fault

No one will

believe me Will say

it’s my

Fault

I am afraid

to tell

I will get a

bad name

He will harm

my family/ He

will harm me-

threats from

perpetrator.

My faith is

shattered. /I

feel isolated

What if i am

sent away It was a

secret

I am hinting

that I am hurt

but no one asks

me

I was only 5

and did not

know it was

wrong

My family

know him

so well we

trust him

Who/How

should I

tell?

Will

they

arrest

me

also?

DISCLOSURE COMMON FACTORS WHICH/DELAY PREVENT DISCLOSURE

Page | 21

ANNEXURES

The Annexure portion contains two kinds of resources. The first are sample Child Protection

record keeping formats based on which schools may develop their own versions. The second

portion are detailed checklists for child protection in schools; they offer a very

comprehensive itemized resource which cover every aspect /dimension of schooling like

physical infrastructure, personal, emotional, and social well-being of students along with

internet and social media cautionary tips. Schools are recommended to use this for self-

evaluation and child protection preparedness, internal safety audits and /or annual or bi

annual inspections. It is also strongly recommended that schools may prepare their child

protection policies /plans after interface/consultation with parents, parent forums like SMCs

or PTAs, students and staff. .

Page | 22

SAMPLE 1

SAMPLE CHILD PROTECTION CASE RECORDING SHEET

Name Age & D.O.B. Address Parent-Name

/contact

Any Siblings in same

school

Incident/or

Disclosure

details

Reported To

Reported By

Referral made

to

If not, state

reasons why – if

yes, record to

whom and any

action advised

Concern /

referral

discussed with

parent / carer

If not, state

reasons why – if

yes, note

discussion with

parent

Other notes /

information:

Any other action

required:

Page | 23

SAMPLE 2

SAMPLE CONCERN FORM

Child’s Name : School Name:

Child’s DOB :

Male/Female : Add

r

e

s

s

:

Specially abled. Parent Details:

Y/N

Date and time of concern :

Your account of the concern :

(what was said, observed, reported and by whom)

Additional information :

(your opinion, context of concern/disclosure)

Your response :

(what did you do/say following the concern)

Your name : Your signature :

Your position in school :

Date and time of this recording :

Action and response of CP Designated Person

Feedback given to member of staff

reporting concern:

Information shared with any other staff? If so, what

information was shared and what was the rationale for this?

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CHECKLIST FOR DESIGNATED CHILD PROTECTION PERSON

(TO BE PRINTED ON BACK OF CONCERN FORM)

Child clearly identified?

Name, designation and signature of the person completing the record populated?

Date and time of any incidents or when a concern was observed?

Date and time of written record?

Distinguish between fact, opinion and hearsay

Concern described in sufficient detail, i.e. no further clarification necessary?

Child’s own words used? (Words used, insults terms used by abuser, or intimate

vocabulary should be written down verbatim.)

Written in a professional manner without value judgements, stereo typing or

discrimination?

The record can include an attached approximate body map (if relevant) to show any

visible injuries / marks.

Reporting date:

Reporting completed by:

Action as per CP Policy and relevant laws(If in doubt check with competent CP services

Timeframe

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SAMPLE 3

FEEDBACK FORM

You have brought an issue to the complaint redressal forum/office/person.

Issue is described....

To ensure that your concerns have been met please fill this feedback form of the way your

complaint was handled:

Did you feel you were listened to?

Did you feel comfortable about approaching the principal/staff member, or other designated

school representatives?

Do you feel satisfied with how the issue was resolved?

Do you think there is anything more that could be done to improve the complaint redressal

system?

SAMPLE 4

SAMPLE OF CHILD PROTECTION CASE RECORD-KEEPING REGISTER

Student

Details

INCIDENT/DISCLOSURE

Chronology &Details

DCPP

Action Taken

NOTES

Page | 26

SAMPLE 5(A)

BODY MAP

Page | 27

SAMPLE 5(B)

BODY MAP (CAN BE SIMPLE DRAWING TOO)

Body Map

Page | 28

SAMPLE 6

CHILD PROTECTION CHECKLIST FOR SCHOOLS/INSTITUTIONS

CHILD PROTECTION ITEMISED CHECKLIST FOR SCHOOLS/INSTITUTIONS

Section I – Physical Safety – Health, Building/Classroom , P.E. and Transport S.

NO. ASPECT YES/

NO REMARKS RELEVANT

ACT/LAW MANDATORY: M

RECOMMENDED: R

1 The school has regular health check-ups as prescribed by the Department of Education/School Health Program

2 Individual Child Health Card/File is maintained and updated periodically

3 School maintains medical records of students with special health problems/needs.

Parents communicating their child’s health issues to the school authority is noted.

4 There is a doctor-on-call for emergency within two kilometres of the school.

5 The medical room is equipped to handle medical emergencies

There is a first - aid box available in the school.

6 First -Aid protocols for common injuries is displayed at prominent places in school.

Contact numbers of Doctor, Hospital, Ambulance, including private service, for emergency medical care are displayed in a prominent location.

Teacher’s roster may be maintained for any emergency duty including who will handle their charge while they are away.

7 Teachers and key staff are trained in first aid and CPR. They have basic training in counselling, identification of disabilities, learning difficulties etc.

8 Health Education to students on health issues including balanced diet, nutritious alternatives to junk food, regular eating habits, personal hygiene etc are provided

9 There is a separate kitchen with store facility for the mid-day meal program. Kitchen is kept clean, hygienic, rodent and pest free. All food products are kept covered and stored hygienically.

10 The teachers are present when students have their meals and will observe their eating habits.

Page | 29

11 Separate toilets for boys and girls maintaining privacy are to be hygienic all disinfectants and cleaning materials, are kept away from the reach of the children.

12 The school has a proper sewerage, drainage and garbage disposal arrangement. All areas to be marked as SAFE /UNSAFE with signage for example fire ways /balcony, open drains/parapet walls.

13 School facilities like classrooms, play areas, toilets, are accessible by wheelchair. There are ramps and wheel-chairs for differently abled students/teachers and school environment is disability friendly.

14 The staff actively supervises the students, both inside and outside the classroom. Teachers and Students are sensitized to differently abled students.

15 All drains, sumps, bore-wells, overhead tanks within the school or in the vicinity of the school are covered properly.

16 Overhead tanks, sumps and other water storage facilities such as Sintex tanks are regularly cleaned and maintained.

No leaking taps outdoor and indoor.

17 No collection of water or soggy patches during dengue season. No overgrown grass and weeds within reasonable distance of play areas. July-November.

All poisonous shrubs, trees and foliage have been removed

18 School has compound wall/fencing and the entire premises be well lit with all time supply of electricity

19 Walls, floors, roofs and staircase are in good condition with no broken patches that may harm children.

20 No open/broken electrical points/switches/exposed wires.

21 The windows have proper grills and parapet walls, balconies have railings of suitable height. There are no rusted sharp /broken pieces that may cause injury.

22 Class rooms are checked daily by school personnel before they are locked for the day.

If a classroom is vacant, students are restricted from entering the room alone

One person /school chowkidar is designated to perform security

checks at the end of the day:

Page | 30

Security personnel have clearly defined roles and responsibilities.

23 School security officers (not law enforcement) receive in-service training for their responsibilities

24 Administrators and staff (including security and law enforcement personnel) are trained in conflict resolution methods

25 There is a control system in place to monitor keys and duplicates

26 Opportunities for Student Involvement

Students are represented on the School Safety team

School volunteers receive training to perform their duties

Students are provided encouragement and support in establishing clubs and programs

The school provides opportunities for student leadership related to violence prevention and safety issues

27 The PT Teachers are sensitive and involve students in sports according to their physical capabilities and health related issues.

Children are supervised during sports and specifically during use of sports and play equipment.

28 No Physical Instructor and other coaches on contract are allowed to provide coaching to any girl or boy alone in the Sports room during or after school hours or on holidays without permission of the school authority& parents/guardian

29 The school playgrounds, swings, rides, sports- equipment etc. are safe and maintained regularly. All safety instruction near play equipment to be displayed.

The school ground is free from graffiti, trash/debris

Mechanical rooms and other hazardous storage areas are kept locked.

30 The school bus is maintained in good condition and has passed the safety test and follows all school transport rules applicable in Chandigarh.

There is a female attendant on board accompanying the children in school bus. When private buses/vans are used by students, school asks the parents/guardians to ensure that the driver has a valid license and conforms to safety norms such as condition of the vehicle, number of children permitted etc.

The school buses are equipped with First –Aid boxes, fire extinguisher, emergency exit, Specified quality speed governors, CC TVs , GPRS and drinking water .The safety

Page | 31

instructions to be displayed inside the bus .Name of the school and telephone number to written .

Reliable locking systems.

There are speed breakers on the road, on either side of the school at the required distance to ensure safety of children, with appropriate traffic signs

School coordinates with State Transport Authorities and private operators to ensure buses stop for picking up and dropping children at the designated bus-stops.

There is a responsible person/security to oversee the movement of vehicles in front of the school, including those coming

31 Visual surveillance of bicycle racks should be possible

Student access to parking area should be restricted to arrival and dismissal times

32 Students are not to loiter in corridors, hallways, stairwells and toilets.

To drop/pick up children, to avoid accidents.

33 A record of Fire Inspection by the local or state Fire Office is maintained

34 During family emergency or other emergencies such as unexpected bandh, natural disaster no child is allowed to leave school unless parents/guardian come in person to take the child or letter of authorization is given by the parent or guardian

Parents are an integral part of the school’s safety planning and policy making Parents are aware of behavioral expectations and are informed of changes in a timely manner

Local businesses and other community groups are involved in the school’s safety planning

Safety rules posted

35 School maintains updated list of contacts of parents/guardians, change of address and emergency contact numbers for every student of the school. Periodic circulars to be sent to parents on the same.

36 School has separate child safety Notice Board displaying updated contact numbers of the CWC, SJPU, DCPO, Childline and the School designated Child Protection Officer and police control room.

Page | 32

CHILD PROTECTION ITEMISED CHECKLIST FOR SCHOOLS/INSTITUTIONS

Section II – Personal Safety & Protection from Abuse; related protocols

S. NO ASPECTS YES/ NO

RELEVANT/ACT LAW

MANDATORY: M

RECOMMENDED: R

1 The school has a well defined policy against child abuse and exploitation with appropriate guideline .

2 The School has a senior and sensitized staff designated as Child Protection Officer - who has undergone training.

3 All teaching, non-teaching, contractual and other staff is sensitized on the Child Protection Policy& Guidelines and child laws

4 All parents and students have been sensitized on the Child Protection Policy/Guidelines/child laws and reporting mechanisms

5 There is clearly laid out procedure and line of reporting for teachers and other members of the staff to be followed, in the event of child abused by teaching or non-teaching staff or anyone else connected with the school.

6 The school undertakes on-going training for teaching and key non-teaching personnel on protection of child rights, child safety and child development ,child abuse and related issues.

7 There is an active Child Protection Policy /Program followed in active cooperation with School Management Committee or Parents Teachers Association and school actively consults and encourages participation of parents in child protection issues.

8 School has a qualified Child Counsellor/Psychologist – part time or full time or on call consultant one can access when there is a requirement or an emergency

9 All children are regularly oriented on safe and unsafe touch and behaviour, helped to understand her/his right over her/his body, and right to say No. Children also receive training in how to protect themselves from abuse and other safety measures.

Parent training or awareness on the same is conducted

The children enjoy a nurturing and enabling environment and are encouraged to share their personal issues in confidence with the teachers.

10 School Authority is aware of the Child Protection Mechanisms such as the SJPU, Childline, CWC/CCPCR and the contact numbers are displayed in prominent place in the school and any other emergency numbers

11 School conducts awareness programs to sensitize students on harms of substance abuse, mutual and peer respect, gender

Page | 33

sensitivity, social responsibility; and consequences of behaviour or action, including penalization under law such as JJA and POCSO

12 In the event of occurrence of child abuse School Authority abides and follows a child sensitive procedure of reporting and inquiry, in accordance with the law wherever required. The trauma of the child to be kept in mind and not aggravated.

13 The bathroom walls are free of graffiti

14 Bathrooms are properly lighted

15 Bathrooms are supervised by staff

16 Shrubs and foliage are trimmed to allow for good line of sight .No place which can be used for hidden acitvity.

17 Does vandalism take place? If yes, check all areas that apply

Classrooms /Corridors/Toilets/walls

When? After/Before/During Break

18 Do assault and battery incidents take place?

During what periods of the day do assault and fighting incidents happen?

19 An incident reporting procedure for disruptive incidents has been established

Accident reports are filed when a student is injured on school property or during school related activities

Records or data have been established and are analyzed to identify recurring problems

20 Students have access to conflict resolution programs

Students are assisted in developing anger management skills

Programs are available for students who are academically at-risk for dropping out/failure

Students may seek help without the loss of confidentiality

Students and parents are aware of community resources

21 Parents are an integral part of student discipline procedures and actions

22 Incidents of crime that occur on school property or at school-related events are reported to Police or UTCPS.

The school has developed an effective partnership with local law enforcement.

The school and local CP services and law enforcement have developed an agreement of understanding, defining the roles and responsibilities of both

Page | 34

CHILD PROTECTION ITEMISED CHECKLIST FOR SCHOOLS/INSTITUTIONS

Section III- Empowering Students with PSHE and behaviour management , Cyber Safety- activities, awareness and skills

S. No.

ASPECTS YES/ NO

RELEVANT/ ACT LAW

MANDATORY: M

RECOMMENDED: R

1 Children are taught important life skills and age appropriate inputs on handling stress, anger management, respectful and healthy peer relationships, appropriate body language and alertness regarding safe and unsafe touch. To build self-esteem and confidence among students.

2 Children are sensitized to recognize and deal with negative peer pressure, violence, verbal or other abuse.

R

3 All types of bullying is put down and a clear message is conveyed to the student body that any kind of bullying is prohibited

M

4 The school does not tolerate discrimination/prejudice against students on basis of religion, caste, gender, language, appearance or disability or any other factor.

M

5 Misconduct and inappropriate social behaviour is strictly monitored and addressed .Like stealing / graffiti or defacement of walls/ harming another student physically or emotionally and displaying any aggressive/violent behaviour.

M

6 Behavioural Management and modification program in place and students are aware of it.

R

7 Mechanisms in place for the students to feel safe reporting abuse of self or others, and the disciplinary and safety issues are quickly addressed.

M

8 Yoga ,music, circle time, group discussions and other activities which help reduce stress,

Counselling and help line to tackle panic attacks and fear during exam preparedness.

Academic guidance/ remedial teaching is provided to low achievers and/or children with special needs

R

9 There is a ban on corporal punishment and emotional harassment of students by teaching and non- teaching staff.

M

10 Positive disciplinary modes and measures are adopted and followed by the teachers and school authorities.

R

11 Self-defence skills like martial arts available as options. R

12 Students are regularly educated on safe usage of technology and how to be responsible digital citizens–no overuse of mobiles, SMS, MMS, internet, mail or net chats, and how to avoid risky behaviour.

13 Students are educated to understand their responsibilities, the consequences under the laws on cyber misuse, bullying, harassment etc.

14 Parents are sensitized on the safe usage of technology, internet, and how to avoid taking risks and measures for redressal.

Page | 35

15 Teachers, Parents and students are educated on internet usage.

16 Cyber-crimes are dealt with confidentiality.

17 Access to computer rooms and use of electronic and technological devices is supervised by teachers.

18 Suggestion box available for students or parents to access and raise issues, share concerns pertaining to any of Child Safety and Protection Issues

19 There is proper handling of e-waste by the school and training provided.

20 Students, parents and staff are able to give suggestions or give complaints in a school culture which has a constructive approach to grievance redressal.

21 The school is equipped with a Public Address System wherever possible, to make emergency announcements

22 The safety and security checklist is used for planning and designing new facilities or assessing existing ones.

23 The safety and security checklist of school is reviewed periodically and updated. There are regular preventive checks to ensure safety related to high risk areas - electrical, fire, civil work, school gates, transport etc.

Page | 36

DIRECTORY

SOCIETY ADDRESS PHONE NUMBER/E-MAIL

Chandigarh Commission for Protection of Child Rights (CCPCR)

1st Floor, Snehalaya, Maloya, Chandigarh

0172-2617031/32 chairpersonccpcr@gmail.com

Department of Social Welfare, Women and Child Development, Chandigarh

Additional Town Hall Building, 3rd Floor, Sector 17(Near DC Office), Chandigarh

0172- 2700372, socialwelfarechd@gmail.com

Juvenile Justice Board, Chandigarh

Principal Magistrate

Dr. Madanjit Sahota (Member)

Mr. R.S Grewal (Member)

Court No 7, 1st Floor, District Sessions

Court, sector 43, Chandigarh

Sittings: Monday to Saturday. Saturday, 9 AM to 2 PM.

madanjitsahota@gmail.com 8146999956

9815700167

Child Welfare Committee, Chandigarh

Mr. Neil Roberts (Chairperson)

Ms. Usha Gupta (Member)

Mrs. Anita Singh (Member)

Mr. Yudhvir Singh Rana (Member)

1st Floor, Snehalaya, Maloya, Chandigarh

0172- 2617033, chandigarh.cwc@gmail.com

9988661944/ sawera.chd@gmail.com

09878817108/ ushagupta1077@gmail.com

07837731943/ yuvi.arnav26@gmail.com

0946422187/ y.v.srana@gmail.com

Police/Women & Child Support Unit Sector 17, Chandigarh 100/1091

Anti Human Trafficking Unit Sector 17, Chandigarh 0172-270410, ahtu17chd@gmail.com

Special Juvenile Police Unit Special Juvenile Police Unit, O/O Women &

Child Support Unit , Sector 17, Chandigarh -

0172-2700423

0172-2700423, 0172-2700448

Women And Child Helpline(WCHL)

Department of Social Welfare, Women and Child Development, Chandigarh

Empowerment Building,

Near Vatika Special School

Sector 19/B, Chandigarh

181-3/9915023456

wchlchandigarh@gmail.com

(Staff deputed as per roaster)

District Convergence & Facilitation Centre for women (DCFC)

Ist Floor, Empowerment Building Opposite House No 1042 Near Vatika Special School Sector 19/B, Chandigarh

0172-2540454

dcfc.chd@gmail.com

Child Line, Chandigarh Vineet, Open Shelter, Sector 17, Chandigarh

1098, chd1098@gmail.com

Union Territory Child Protection Society, Department of Social Welfare, Women and

Child Development, Chandigarh

Empowerment Building

Opposite House No 1042

Near Vatika Special School

Sector 19/B, Chandigarh

0172-2548000/ utcpschandigarh@gmail.com

District Child Protection Society Empowerment Building, Opposite House No 1042, Near Vatika Special School,

Sector 19/B, Chandigarh

dcps.chd@gmail.com

State Legal Services Authority Sector 9, Chandigarh 0172- 2742888,2742999, Slsa_utchd@yahoo.com

Notes

Article 1 (Definition of the child): The Convention defines a 'child' as a person below the age of 18,unless the laws of a particular country set the legal age for adulthood younger. Article 2 (Non-discrimination): No child should be treated unfairly on any basis.Article 3 (Best interests of the child): The best interests of children must be the primary concern in making decisions that may affect them. This particularly applies to budget, policy and law makers.Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure children's rights are respected, protected and fulfilled. When countries ratify the Convention, they agree to review their laws relating to children. Article 5 (Parental guidance): Governments should respect the rights and responsibilities of families to direct and guide their children so that, they learn to use their rights properly. It does place on government the responsibility to protect and assist families in fulfilling their essential role as nurturers of children.Article 6 (Survival and development): Children have the right to live. Governments should ensure that children survive and develop healthily.Article 7 (Registration, name, nationality, care): All children have the right to a legally registered name, recognized by the government. .Article 9 (Separation from parents): Children have the right to live with their parent(s), unless it is bad for them. Article 12 (Respect for the views of the child): When adults are making decisions that affect children, they have the right to say what they think should happen and have their opinions taken into account.Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to also respect the rights, freedoms and reputations of others. Article 14 (Freedom of thought, conscience and religion): Article 17 (Access to information; mass media): Article 18 (Parental responsibilities; state assistance): Both parents share responsibility for bringing p their children, and should always consider what is best for each child. Article 19 (Protection from all forms of violence): Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after hem. Article 20 (Children deprived of family environment): Children who cannot be looked after by their own family have a right to special care and must be looked after properly, by people who respect their ethnic group, religion, culture and language.Article 21 (Adoption): Children have the right to care and protection if they are adopted or in foster care. the first concern must be what is best for them. Article 23 (Children with disabilities): Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they can live full and independent lives.Article 24 (Health and health services): Children have the right to good quality health care – the best health care possible – to safe drinking water, nutritious food, a clean and safe environment, Governments should help families and guardians who cannot afford to provide this, particularly with regard to food, clothing and housing.Article 28 (Right to education): All children have the right to a primary education, which should be free. Wealthy countries should help poorer countries achieve this right. Discipline in schools should respect children's dignity. Any form of school discipline should take into account the child's human dignity. Therefore, governments must ensure that school administrators review their discipline policies and eliminate any discipline practices involving physical or mental violence, abuse or neglect. The Convention places a high value on education. Article 29 (Goals of education): Children's education should develop each child's personality, talents and abilities to the fullest. It should encourage children to respect others, help them learn to live peacefully, protect the environment and respect the rights their parents, and education should aim to develop respect for the values and culture of their parents. Article 32 (Child labour): The government should protect children from work that is dangerous or might harm their health or their education. While the Convention protects children from harmful and exploitative work, there is nothing in it that prohibits parents from expecting their children to help out at home in ways that are safe and appropriate to their age. If children help out in a family farm or business, the tasks they do be safe and suited to their level of development and comply with national labour laws. Children's work should not jeopardize any of their other rights, including the right to education, or the right to relaxation and play.Article 33 (Drug abuse): Governments should use all means to protect children from harmful drugs and from being used in the drug trade.Article 34 (Sexual exploitation): Governments should protect children from all forms of sexual exploitation and abuse. This provision in the Convention is augmented by the Optional Protocol on the sale of children, child prostitution and child pornography.Article 35 (Abduction, sale and trafficking): The government should take all measures possible to make sure that children are not abducted, sold or trafficked. Article 37 (Detention and punishment): No one is allowed to punish children in a cruel or harmful way.

The United Nations Convention on the Rights of the Child (U.N.C.R.C.) is the most rapidly and widely ratified international human rights treaty in history. It changed the way children are viewed and treated – as human beings with a distinct set of rights. The unprecedented acceptance of the Convention clearly shows a wide global commitment to advancing children's rights. India is a signatory and ratified the U.N.C.R.C. in 1992.

Union Territory Child Protection Society Sector 19-B, Chandigarh | Tel. : 0172-2548000 | Email : utcpschandigarh@gmail.com