Signs of physical abuse: what teachers should notice and do

Physical abuse means someone hurts a child on purpose. The UK guidance Keeping children safe in education (KCSIE) 2026 lists hitting, shaking, throwing, burning, scalding, poisoning, drowning and suffocating. Many international schools use it as a benchmark.

No single mark proves abuse. Deciding what a mark means is a job for the designated safeguarding lead (DSL) and, where needed, a doctor or the child protection authorities.

Bruises can be harder to see on darker skin. Notice swelling, tenderness and the way a child moves too.

Report any of these injuries the same day:

• Bruises on the ear, neck, stomach, back or buttocks
• Clusters of bruises on the upper arm or outer thigh
• Bruises shaped like a hand, belt, cord or other object
• Marks on the forearms, hands or backs of the legs, where a child may have tried to block a blow
• Burns or scalds with a clear edge or the shape of an object, such as a round cigarette burn
• Bite marks, usually oval or round
• Any bruise or other mark on a baby who is not yet moving around

Children get hurt at play all the time. Accidental injuries usually appear on bony parts such as elbows, knees and shins.

Ask yourself whether the story matches the injury. A bruise shaped like a hand does not fit "I fell off my bike".

You do not need to prove a story is false. Write down what was said, who said it and when.

Pay attention to these patterns:

• No explanation for an injury you can clearly see
• A story that changes, or differs from what an adult says
• An explanation that does not suit the child's age or the type of injury
• A long delay before an adult sought medical help
• Frequent injuries or "accidents" that keep happening to the same child

Many children show abuse in how they act before anyone sees a mark. Look for a change from how the child normally is.

A child may lack the words in the school's language, or have a disability that makes telling hard. KCSIE says fear, shame and language barriers can stop children speaking up. Watch what a child does as well as what they say.

Report changes like these to your DSL:

• Flinching when an adult moves quickly, or pulling away from touch
• Fear of one particular person, or fear of going home
• Long sleeves or trousers in hot weather
• Not wanting to change for sport or swimming
• Becoming withdrawn, tearful or very quiet
• Sudden anger or aggression

Follow your school's child protection procedure. Tell your DSL the same day, even when you feel unsure.

If a child is in immediate danger, call local emergency services first. If a child needs medical care, get first aid or the school nurse right away.

Then write a short, factual note. The guide on how to record a safeguarding concern shows how.

• Keep the child safe and get first aid if needed
• Listen if the child talks, and ask only open questions
• Do not promise to keep a secret
• Do not ask the child to show you injuries under clothing
• Do not take photos unless your procedure tells you to
• Do not contact the family or confront anyone yourself
• Write down what you saw and heard, with the date, time and your name

Children often tell by accident, in a corridor or after class. Give them your full attention and keep your voice calm.

When you notice an injury, you can say: "I noticed the mark on your arm. Do you want to tell me what happened?" If the child talks, say: "Thank you for telling me. You have done nothing wrong."

Then say what happens next: "I cannot keep this between us. I need to tell someone whose job is to keep you safe." KCSIE says staff should never promise a child they will not tell anyone.

Avoid leading questions such as "Did your parent do this?" They can harm later enquiries. The guide on responding when a child discloses abuse goes further.

As DSL, you start by checking the report against what the school already knows. Past notes, attendance and earlier injuries can show a pattern that no single teacher can see.

Then you decide whether to refer to the local child protection authority, the police or a doctor. Reporting laws differ by country, so read mandatory reporting laws for international schools and ask local counsel or the authorities if you are unsure.

Decide who tells the family, and when. Telling them too soon can put the child at greater risk, so make that choice deliberately and write down why.

If local services are slow or weak, do not wait. Follow your policy, arrange medical help and record every step.

Thank the teacher who reported. Say: "You did the right thing. I will tell you what you need to know."

In many places, adults see hitting a child as normal discipline. Some families have used it for generations.

That context can help you understand why an adult acted. It does not change what the child has been through, and it does not change your duty to report.

UNICEF says corporal punishment counts as physical violence under the Convention on the Rights of the Child. The World Health Organization (WHO) lists social norms that support physical punishment as a risk factor for child maltreatment.

In your report, describe the injury and what the child said. Leave out guesses about the family's culture or religion. Harm happens in every country and every kind of family, so apply one standard to all.

Laws on physical punishment differ by country, so check yours with local counsel. Your policy can still say plainly that no adult at school uses physical punishment.

Physical abuse can come from a staff member, a volunteer or another child. KCSIE lists hitting, kicking, shaking, biting and hair pulling between children as child-on-child abuse.

If an adult used force on a child, tell the DSL or the Head straight away. If the concern is about the DSL or the Head, your policy should name who else to tell.

Do not confront the adult or wait until you are sure. See managing allegations against staff for the steps. The International Task Force on Child Protection (ITFCP) also publishes a protocol for allegations against educators.