Appendix 4: Preventing False Accusations

conducting themselves in a manner which maintains a student-adult relationship built on trust and mutual respect;

refraining from any behaviour, by words or conduct, that might be reasonably construed as sexually or physically “suggestive” or “abusive”;

being aware of the potential risks of making any kind of physical contact with students;

striving to keep all interactions between adults and students interruptible and observable, and ensuring that students are within hearing range of another adult whenever possible;

avoiding closing the classroom door, particularly when a teacher is with a single student;

avoiding favouritism, or singling certain students out through physical contact;

avoiding circumstances where the employee is alone with a student for an extended period of time;

avoiding going into small or dark rooms with only one student;

understanding and appreciating students’ developmental stage and corresponding cognitive abilities; and

updating knowledge and training by attending in-service programs and workshops/courses on abuse, inappropriate behaviour, and misconduct towards children.