Online sexual exploitation and grooming in inclusive settings: school response mechanisms and the first 24  h

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.

This study has been supported by the Recep Tayyip Erdoğan University Development Foundation (Grant number: 02026001026052). Recep Tayyip Erdoğan University, Rize, Turkey The authors declare no competing interests. This study was conducted in accordance with the principles of the Declaration of Helsinki and was approved by the Recep Tayyip Erdoğan University Social and Human Sciences Ethics Committee on 24 September 2025 (Decision No. 2025/584).

Written and verbal informed consent was obtained from all participants prior to data collection. Informed consent was obtained from all participants prior to participation using a written information-and-consent section embedded at the start of the Word-based data collection form. The information sheet stated that participation was voluntary, that participants’ identities and contributions would be kept confidential and used solely for scientific purposes, and that participants could contact the researchers with any questions.

Consent was documented electronically by participants ticking a mandatory checkbox (“I have read the information above and voluntarily agree to participate”) on the form. Only participants who indicated consent by ticking this checkbox could proceed to the demographic items and study questions. Consent was obtained by a member of the research team from participating teachers and school administrators between 25/09/2025 and 28/11/2025, prior to the interview and before any study questions were administered.