A research project exploring the experiences of school staff in accessing support from domestic abuse services in Devon Introduction This is a research project commissioned by Devon County Council in collaboration with Babcock Learning and Development Partnership. The aim of the research is to explore the experiences of schools in accessing support from domestic abuse services in Devon. Domestic abuse The UK government definition of domestic abuse is as follows:

Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological; physical; sexual; financial; emotional (HM Government, 2013)

Prevalence Domestic violence and abuse (DVA) presents a significant and long-term issue within the United Kingdom. Prevalence rates suggest that 1 in 4 women over 16 years old will experience DVA at some point in their lifetime (Cleaver, Unell & Aldgate, 2011). In England and Wales 7.5% of women and 4.3% of men experienced DVA between 2016-17 (Office for National Statistics [ONS], 2017). This means that an estimated 1.9 million adults aged 16 to 59 years experienced DVA within the last year. Regionally, in the South West of England, there were 41,232 domestic abuse related incidents recorded by the Police in the South West. Locally, there were 14,973 incidents of domestic abuse recorded by police in Devon and Cornwall. However, it is reported that the estimated number of individuals affected by DVA is much higher than that reported to police therefore the ONS state that DVA is “often a hidden crime” (ONS, 2017, p.3). The exact number of children who are exposed to DVA is unknown. SafeLives (2015) estimate that 130,000 in the UK are living with high-risk DVA, with many more living in low and medium risk households. In the year 2016-17, over 200,000 children under 16 years were referred to Child Protection services as a result of DVA (ONS, 2017). In England, of those children who were deemed to be ‘children in need’, 49.9% had domestic abuse as an identified factor (Department for Education, 2017). There were 12% of children under 11 years old and 17.5% of children 11-17 years who took part in Radford et al’s (2011) study who reported experiencing DVA in their lifetime. The authors posit it is still the most robust prevalence findings for children affected by DVA, however, updated statistics are needed. School staff There is a well-evidenced impact of the detrimental effect that DVA can have on children and their families. School staff support children and families affected by domestic abuse on a daily basis yet there is little research on the views of school staff in supporting children affected by DVA. Ellis (2012) found that teachers were more confident to support such children if they had received relevant training about DVA. Additionally, when teachers knew

the procedures and systems in school for supporting and safeguarding children affected by DVA, they were more confident in effectively acting to support families. Due to the paucity of research exploring school staff views on supporting children living with DVA this is an important area to study in further detail. The local context In Devon, there are a range of services which support individuals affected by domestic abuse. These include, for example, the Police Force, Charitable Organisations, Social Care and Educational Services. Despite the presence of a number of support organisations, school staff are often not confident in knowing how to support children affected by DVA, as illustrated above (Ellis, 2012). It is therefore important to explore the profile and experiences of individuals working in schools in relation to their understanding of support available to aid families affected by domestic abuse. The reason being that school staff spend significant periods of time with children during the school day and often have trusted relationships and insights into these children’s needs. Research suggests that children who have experienced DVA want teachers and other staff in schools to listen to them, have an understanding of abuse, support them to feel safe, express their needs and process their experiences (Gorin, 2004). Therefore school staff are well placed to describe the impact of DVA on children’s lives and support their needs. This research aims to explore the experiences of school staff in accessing support from domestic abuse services in Devon. The reason is to gain an understanding of the strengths and areas of development in relation to accessing support for children and families. Aim To explore the experiences of school staff in accessing support from domestic abuse services in Devon Research questions

What are the experiences of individuals accessing support services for domestic abuse in Devon?

In what ways could services for individuals be improved? Method Attempts were made to contact every primary, secondary and specialist setting within Devon by emailing the school SENDCos. School staff were invited to take part in a short questionnaire about their experiences of support services for children and families affected by domestic abuse. Respondents were asked to complete the questionnaire as openly and fully as they felt able. The questionnaire consisted of 14 questions (7 closed questions and 7 open questions) exploring individuals’ experiences of support for children affected by domestic abuse (see appendix 1 for questionnaire). The data capture website, Survey Monkey, was utilised to record participant responses. The questionnaire was sent to 250 schools across Devon and there were 49 responses to the survey (19.6 percent response rate). All answers were anonymised and no identifying information was collected.

Analysis Data for closed questions was used quantitatively to describe the profile of respondents in the survey. This information is displayed visually in the findings section. Qualitative data in the survey’s open questions were analysed using thematic analysis (Braun & Clark, 2006). Findings and discussion The analysis of the study highlighted a number of important themes around school support for children affected by DVA. The findings and discussion are outlined below. Profile of respondents Questions 1-3 School staff held a variety of roles within school (see figure 1). The roles most respondents held were that of Special Educational Needs and Disability Co-ordinator (SENDCo) and Designated Safeguarding Officer (DSO). Other roles held by respondents included: Pastoral Support, Head Teacher, Head of Student Support, Family Support Worker, Support Centre Manager, Assistant Head Teacher and Performance Leader. There were 15 respondents who reported holding more than one role within their setting. It is unsurprising that staff in school held a number of roles within their settings. This may reflect the changing nature of schools, with increasing demands on staff to meet children’s needs through a variety of roles. Figure 1: Respondent's job roles (Question 1)

The locality areas within Devon County Council, in terms of Educational Psychology Service delivery, compromises four areas: North, South, East and West. The pie chart in figure 2 indicates that respondents in the survey were mostly working in schools within the South and East of the county of Devon.

0

5

10

15

20

25

30

Nu

mb

er

of

resp

on

den

ts

Respondent roles in school

Figure 2: Location of school (Question 2)

The respondents in the survey indicated they worked in a variety of educational settings, including primary, secondary, specialist and independent (see figure 3). Respondents indicated one of these four categories however it should be noted that those working in specialist and independent settings did not specify the age range of those provisions. The majority of respondents reported working in a primary setting. Figure 3: Type of educational setting (Question 3)

Number of responses from type of provision

North, 9

South, 17

East, 20

West, 3

Specialist, 4

Primary, 36

Secondary, 8

Independent , 1

School support Question 4: How have you supported children and young people in your setting who have experienced domestic abuse? School staff indicated there were a number of ways that they had supported children living with domestic abuse in their settings. Figure 4 highlights the key words used by respondents when describing support for children affected by domestic abuse. Analysis of question 4, which asked individuals how they had supported children who had experienced domestic, revealed four themes that encompassed a variety of support. These included: having trusted adults, targeted support in school, supporting families and external agencies. Figure 4: Most referenced support for children affected by domestic abuse (Question 4)

Trusted adult Many respondents discussed providing adults to talk to children, allowing them space to talk about and process their experiences. It was viewed as important for children to have “someone to talk to”, “time and space for them to talk through how they have been affected by domestic abuse” and “identified safe places and supportive adults for them to access if necessary”. This aligns with research that suggests children affected by DVA can be supported by one key trusted adult (Bergin & Bergin, 2009) and the importance in providing safe spaces for children to explore their experiences (Gorin, 2004). Targeted support in school Providing children with targeted support in school was reported by a majority of respondents in the questionnaire. Some respondents completed individual programmes with children such as “mentoring”, “counselling”, “THRIVE” and “play therapy”. There was also group work with children using materials supplied by Splitz, a domestic abuse charity. This support was described as being “pastoral care” and “emotional” support. Such support is reported to be necessary and beneficial to some children who have experienced DVA (Gorin, 2004). Only a few respondents reported universal provision available for all children which included teaching about healthy relationships and emotional awareness. Supporting families It was established that school staff supported families affected by DVA as well as the children in their settings. This was done through referral for respite, “asking parents if they feel safe at home”, “speaking with parents” and “sign post[ing] parents for support”. It seems that supporting families holistically is important for schools. This is in support of research that effective support is holistic and includes both children and their parents (Cleaver, Unell & Aldgate, 2011).

External agencies Many of the respondents to the questionnaire noted referring to or accessing support from external agencies. A number of organisations were included, such as, “Operation Encompass”, “Splitz”, “SAFE”, “mental health practitioners”, “MASH” and “MARAC”. Individuals reported using external agencies to seek advice about specific cases, to engage with direct work for children, hold multi-agency meetings and in information sharing to safeguard children. School staff utilised these agencies and reported information sharing to safeguard children. The findings highlight the importance of schools having access to external agencies, and also the holistic, multi-agency approach which is reported as most effective for supporting children (Ofsted, 2017). Question 5: What was the impact of any support that you have given to children and young people? The respondents illustrated a mixed profile of the impact of their support on children’s outcomes. Some staff believed that their support to children and families was effective in developing children’s wellbeing, feeling safe, their relationships with others and educational attainment. Others expressed that progress was slow, difficult to measure or not possible due to the significant impact of DVA. Figure 5 highlights the key words used by respondents when describing support for children affected by domestic abuse. Analysis of question 5 data highlighted four themes which included: improved wellbeing, increased educational engagement, developing relationships and being difficult to measure. Figure 5: Most referenced impact for children affected by domestic abuse (Question 5)

Improved wellbeing Support provided in school to children and families affected by domestic abuse was perceived to improve the wellbeing of those children. In particular, many respondents reported that the impact on students was “positive” in that students felt “the college was supportive”, “felt better by talking”, that school was a safe space and adults could be trusted. As a result students were seen to be more settled, resilient and confident, less anxious and were “better equipped to cope in school”. Thus perhaps highlighting the importance of such support and strategies for children affected by DVA; in order to be emotionally secure in school they need to feel safe, have trusted adults and the appropriate supports (Bergin & Bergin, 2009).

Increased educational engagement Having supports in school for children affected by DVA was thought to increase educational engagement in school for those children. An improvement in wellbeing was linked to students having “positive engagement in school”, “less challenging behaviours” and improved overall outcomes”. One respondent noted that “over the long term...[students] can regulate their emotions better and better able to learn”. It seems that in order for children to be engaged in learning and have positive outcomes they need to feel secure and safe in their school environment. Developing relationships The questionnaire responses illustrated that supports for students affected by DVA aided children in developing relationships with both adults and peers. Two respondents discussed improved relationships between parent and child as a result of support provided in school. For these individual schools it seemed valuable to focus on support in school to develop skills which children can use outside of the setting. Difficult to measure A number of respondents reported that the impact of any support provided was difficult to measure. For some individuals progress was perceived to be slow or happened over longer periods of time. In particular, there seemed to be a sense that the impact school staff could have was limited due to the child’s home situation. For example one individual reported “we can only do what we can do in the six hours we have the children” and another commented “it is hard to reach some of these families”. Individuals seemed disempowered in schools to make an impact due to ongoing DVA. Perhaps, as Ellis (2012) found, school staff lack confidence in their skills to support children in school. Clear evaluation and review measures are important both in ensuring any interventions are effective and in supporting staff to feel confident that they are having a positive impact on children’s needs. Services of support Question 6: Which services of support for domestic abuse are you aware of in Devon? Individuals reported that they were aware of a number of services within Devon which provided support for children and families affected by domestic abuse (see figure 6). Two charitable organisations (Splitz and SAFE) were reported highly by respondents, indicating that the use of such services was common with schools. One charitable organisation, NDADA (North Devon Against Domestic Abuse) operates only in the North of Devon. Perhaps the low number of respondents in the North related to the lower reference to the organisation. Moreover, refuge is facilitated by NDADA and operates only in the North of the country, therefore individuals working in other areas may not be aware of, or support children living in such supported accommodation. Operation Encompass was rated highly as being recognised by individuals completing the questionnaire. This could be due to some questions on the questionnaire relating to the service. Alternatively, it could be the result of Operation Encompass, at the time the questionnaire was delivered, was being launched in Devon. This means there were training and publication about the service which means schools were more likely to be aware of it at that time.

Figure 6: Organisations of support for domestic abuse reported by respondents (Question 6)

Operation Encompass Question 7: Have you received information from the police force as part of Operation Encompass? Questions 7, 8 and 9 were about Operation Encompass. The survey highlighted that 64% of respondents indicated that they had received information from the Police Force as a direct result of the Operation Encompass scheme (see figure 7). Those who had received information resulted in a number of changes to the support provided to children and families. Figure 7: Number of schools who had or had not received information from Operation Encompass

05

101520253035404550

Nu

mb

e r

of

resp

on

de

nts

Support organisations for domestic abuse

Yes, 25

No, 14

Question 8: If yes, what have you done differently as a result of receiving information from Operation Encompass? Respondents who had received information to their school via the Operation Encompass initiative reported a number of actions as a result. Most commonly, individuals noted they allowed children time and space on the days or weeks following an incident of DVA (see figure 8). This included giving them an opportunity to talk to a trusted adult, practical support and therapeutic interventions. Informing key staff on a need to know basis was utilised by many schools so staff could provide emotional support and check in with children throughout the day. In particular, providing emotional support to children and parents through phone calls, meetings and therapeutic interventions. Some schools referred to external agencies for advice or support and implemented longer term interventions for those children. The service was believed to allow for a faster response to supporting families. Providing parent support following an Operation Encompass call was reported many times, suggesting that schools have a key role in linking with and helping families. However, three of the respondents felt Operation Encompass did not change their practice on a daily basis. Question 9: From your experience, what do you feel is the benefit of Operation Encompass? Respondents indicated a variety of perceived benefits of accessing the Operation Encompass service. Most of the comments about Operation Encompass were positive with it being described as “a great initiative”, “hugely beneficial” and an “invaluable” service. Two individuals noted that they had not received information from Operation Encompass despite parents informing school of such incident and one reported receiving delayed information. It may be that due to the operation being a relatively recent initiative there were some initial delays. It would be helpful for these to be fed back to the Police Force in order to consider how to improve such a service which is viewed as highly valuable by the majority of schools. Analysis of the benefits of Operation Encompass illustrated four themes within this question: information sharing, immediate response, appropriate and relevant support, and awareness raising.

Information sharing A key benefit of Operation Encompass was perceived as being an effective way to share information between professionals. This was linked to safeguarding and inputting of support for children. It was seen as a “commitment to effective information sharing” and this enabled a range of supports to be put in place. The initiative allowed for “better communications” between agencies, families and children. Immediate response As mentioned in responses to previous questions, individuals reported that a benefit of Operation Encompass was in the quick relaying of information. This was noted to be in contrast to the previous system of receiving 121as, where information about incidents of DVA often were shared weeks or months after the event, delaying any potential support that would be put in place. One individual commented “it was often very old information and too late to do anything about”. The immediacy meant that support could be planned for the same day which allowed for “instant support for children who face overcoming many emotions to return to school after witnessing DV [domestic abuse]”. Appropriate and relevant support Individuals commented that Operation Encompass allowed for schools to plan and implement the most appropriate and relevant support. For example one respondent said “if we don’t get the call, we have experienced very distressed behaviour from a child and not known the reason behind it. This meant we did not deal with him in the most appropriate and sensitive way”. It was seen as important to prepare support for the child when they arrived at school. It also allowed support for parents without them having to tell school first; one respondent noted that “Parents often seemed relieved that we are aware of incidents without them having to inform of us themselves”. Awareness raising Through appropriate information sharing, schools were able to inform key staff about children’s experiences of DVA. This was viewed as increasing understanding of staff on the impact of DVA and the reason children may be presenting with particular behaviours. In particular it meant that staff did not have to “unpick why a child may be presenting in a certain way”, rather they could be approached with sensitivity and understanding. It was felt to have “given staff a better understanding of the effects of DVA on children”, seeing the indirect effects and mapping behaviours to the context in which the child lives. Additionally, it has led to training of staff in one school. Figure 8: Most referenced benefits of Operation Encompass (Question 9)

Referral to external agencies Question 10 and 11 were about referral to external agencies in order to support children and families. Questions 10: How confident are you in knowing how to refer a child or young person to an external agency in relation to support for domestic abuse? Most respondents were very confident in knowing how to refer a child or young person to an external agency in relation to domestic abuse (see Figure 9). The majority of responses reported were between 6 and 10 in terms of confidence in respondents’ reporting. Therefore individuals who responded to the questionnaire were knowledgeable about a variety of organisations which supported children affected by domestic abuse and were mostly confident in making referrals for these children. It could be that clear policies, procedures and structures are in place within schools in order to signpost and refer children for support when they have experienced domestic abuse. As the questionnaire was sent to school SENDCos, and many respondents reported having positions of leadership in schools, perhaps they were more likely to know these procedures for referring children to external agencies. Despite a trend for overall confidence in referring children for support, there were also individuals who were not confident in knowing how to refer children to external agencies. A total of 7 respondents reported a score between 1 and 4 on the scale, comprising around 14% of the sample. It could be that for some schools they were less confident in referring to particular organisations, and further enquiry would be important to analyse the findings further. This means that for some schools, it will be important to clarify what agencies are available to support children and families affected by domestic abuse, and the referral pathways for these organisations. Figure 9: Scale of confidence in referring to external agencies (Question 10)

0

2

4

6

8

10

12

14

One Two Three Four Five Six Seven Eight Nine Ten

Nu

mb

er

of

resp

on

de

nts

Scale 1 (not confident) to 10 (very confident)

Question 11: Have you referred a child or young person who has been affected by domestic abuse to an external agency? In practice, 71% of the respondents reported that they had referred a child affected by domestic abuse to an external agency (see figure 10). Thus perhaps the confidence in most staff in the referral process in order to support the impact of domestic abuse was a result of past experiences of referring children for such support. However, 29% of individuals had not referred a child to an external agency. This number, which is higher than those less confident about referral, indicates that around 15% of individuals who have not referred are somewhat confident in knowing how to do so. Figure 10: Had individuals' referred children to external agencies? (Question 11)

Question 12: If you did refer a child or young person, what was the outcome? Those respondents who referred children to external agencies reported differing outcomes. The majority of individuals reported that they received support in various formats. This support included mainly social care involvement as a result of a safeguarding referral. It also involved therapeutic services for children like counselling, family therapy, play therapy, sessions from DVA charities as well as help and advice for parents. A few individuals reported that there was no support available or no impact of support as a result of their referrals. Difficulties with referring to external agencies included long wait times, high thresholds, lack of funding or places for external support and a high level of paperwork. Question 13: What services would you like to see for children and young people in relation to support for domestic abuse? Individuals responded to this question by choosing which services of support they perceived would be helpful in the future for children and their families (see Figure 11). The highest rated category was “individual work”, that is, direct work with children. Individuals also rated “group work” quite highly as hoped for in schools. These results suggest that school staff believed direct work including therapeutic and specialist input was best delivered by external agencies. However, schools are well placed to deliver such interventions with the appropriate training and supervision. This links to respondents’ desire to have “school

No Yes

training”, perhaps in order to feel better equipped to support children. “Parenting support” and “family support” were also rated highly which highlights that parents likely seek support from schools as a safe place to feel listened to and heard. Respondents reported they would like to see more support for parents affected by DVA. “Consultation” and “awareness raising” were also valued by schools suggesting there is a desire for greater education and support in schools. Figure 11: What services of support would be helpful in future? (Question 13)

Question 14: What do you feel would have the biggest impact in creating positive change for children affected by domestic abuse? Respondents reported a range of factors which they believed would have significant impact in creating positive change for children affected by DVA. The most widely reported factors which would enable change in relation to DVA were seen as: parental education; healthy relationships; easier access to individual specialist services; awareness raising; greater joined up multi-agency work; and support to rehabilitate perpetrators of abuse (see figure 12). Individuals reported that parental education about healthy relationships and parenting, as well as support after incidents of DVA were crucial. This was seen to be the role of external agencies in providing specialist advice and guidance to parents which was thought to be listened to more by parents than from school. Respondents felt it was crucial to teach about healthy relationships so that “abuse is not normalised”. These suggestions align with a recent government consultation on the importance of teaching of healthy relationships in schools. Respondents wanted quicker and easier access to therapists and early intervention for both children and families. Awareness raising was hoped for with children, parents and staff including whole school training, particularly in localities where the perception is that “abuse is OK in some communities”. A few individuals felt that greater communication and joined up working between multi-agency professionals was important. Moreover, a few individuals thought that there was a paucity of programmes for perpetrators of abuse to engage with a

0

5

10

15

20

25

30

35

change process. Overall, prevention and early intervention as well as joined up working were seen as important to support families affected by DVA. These factors link with literature on domestic abuse of what works well and is needed for positive change to occur (Ofsted, 2017). Figure 12: Most referenced words needed for change (Question 14)

Conclusion and implications for practice Domestic abuse has documented significant, long-term detrimental impacts on children and their families. All areas of a child’s development can be affected which means they may experience considerable difficulty in school on a daily basis. DVA has a long-term and cumulative effect, highlighting the importance of preventative and early intervention for those living with DVA. Schools can be places of security and safety for children, and staff are well positioned to support children affected by DVA. This research surveyed individuals working in schools across Devon. Respondents held a variety of roles, were working in the four localities of the county, and the majority were from primary school settings. Individuals were aware of a number of support services across Devon which could support children affected by DVA and there was a high level of confidence in referring to these organisations. In particular, charitable organisations were most utilised by schools in terms of referring children to external agencies. The majority of schools had accessed Operation Encompass and saw it as a valuable and beneficial service. Mainly, immediate access to information allowed for schools to plan appropriate support and safeguard children physically and emotionally. In terms of future planning for children affected by DVA schools believed that it was important to raise awareness of the impact of DVA through whole school training, parent support programmes and teaching children about healthy relationships. It was seen as crucial to have joined up communication between professionals and access to specialist services of support for those children and their families affected by DVA. Schools are well placed to provide appropriate and relevant support for children affected by DVA. They have the skills and knowledge to do so, however, they need relevant, updated training, supervision and accessible links to external agencies in order to ensure that children are appropriately supported and safeguarded against harm.

References Bergin, C. & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141-170. Doi: 10.1007/s10648-009-9104-0 Braun, V. & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Doi: 10.1191/1478088706qp063oa Cleaver, H., Unell, I., & Aldgate, J. (2011). Children’s Needs – Parenting Capacity. Child abuse: Parental mental illness, learning disability, substance misuse, and domestic violence (Second Edition). Department for Education. London: TSO. Department for Education. (2017). Characteristics of children in need: 2016 to 2017 England. Department for Education. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/656395/SFR61-2017_Main_text.pdf Ellis, G. (2012). The impact on teachers of supporting children exposed to domestic abuse. Educational and Child Psychology, 29(4), 109-120. Retrieved from https://shop.bps.org.uk/publications/publication-by-series/educational-and-child-psychology/educational-child-psychology-vol-29-no-4-december-2012-teachers-well-being.html Munro, E. (2011). The Munro Review of Child Protection. Final Report: A Child Centred System. Department for Education. Gorin, S. (2004). Understandind what children say: children’s experiences of domestic violence, parental substance misuse and parental health problems. London: National Children’s Bureau. Retrieved from https://books.google.co.uk/books?id=-jO4y9mrN00C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false HM Government. (2013). Domestic violence and abuse: Guidance. United Kingdom: HM Government. Retrieved from https://www.gov.uk/guidance/domestic-violence-and-abuse Office for National Statistics. (2017). Domestic abuse in England and Wales: year ending March 2017. Office for National Statistics. https://www.ons.gov.uk/peoplepopulationandcommunity/crimeandjustice/bulletins/domesticabuseinenglandandwales/yearendingmarch2017 Ofsted. (2017). The multi-agency response to children living with domestic abuse: prevent, protect, repair. London: Ofsted. Retrieved from https://www.gov.uk/government/publications/joint-inspections-of-the-response-to-children-living-with-domestic-abuse

Radford, L., Aitken, R., Miller, P., Ellis, J., Roberts, J., & Firkic, A. (2011). Meeting the needs of children living with domestic violence in London: Executive Summary. London: Refuge and NSPCC. Retrieved from https://www.nspcc.org.uk/globalassets/documents/research-reports/meeting-needs-children-living-domestic-violence-london-report.pdf SafeLives. (2015). Getting it right first time. SafeLives. Retrieved from http://www.safelives.org.uk/sites/default/files/resources/Getting%20it%20right%20first%20time%20-%20complete%20report.pdf

Appendix Questionnaire for schools

1) What is you role? (Multiple choice) Head Teacher, SENDCo, Designated Safeguarding Officer, Teacher, Teaching Assistant, Other (please state)

2) In which area of Devon do you work? (Multiple choice) North, South, East, West 3) In what type of setting? (Multiple choice) Early years, Primary, Secondary, Specialist,

Other (Please state) 4) How have you supported children and young people in your setting who have

experienced domestic abuse? Open question 5) What was the impact of any support that you have given to children and young

people? Open question 6) Which services of support for domestic abuse are you aware of in Devon? (Multiple

choice) Devon Domestic Abuse Service (Splitz), Stop Abuse For Everyone (SAFE), North Devon Against Domestic Abuse (NDADA), refuge, Operation Encompass, police community support officers, Other (Please state)

7) Have you received information from the police force as part of Operation Encompass? (Two choices) Yes, No

8) If yes, what have you done differently as a result of receiving information from Operation Encompass? (Multiple choice and comment box) Provided time for the child that day/week to talk to an adult in school, introduced regular school support, contacted other professionals for information/advice, referred the child to an external agency, provided practical support to the family, provided emotional support to the family, considered changing a whole school approach. Please describe any examples.

9) From your experience, what do you feel is the benefit of Operation Encompass? Open question

10) How confident are you in knowing how to refer a child or young person to an external agency in relation to support for domestic abuse? 1-10 scale

11) Have you referred a child or young person who has been affected by domestic abuse to an external agency? (Two choices) Yes, No

12) If you did refer a child or young person, what was the outcome of the referral? Open question

13) What services would you like to see for children and young people in relation to support for domestic abuse? (Multiple choice and comment box) Individual work with young person, group intervention with young people, parenting support, family support, consultation with school about young people, school training, awareness raising in school. Any other comments.

14) What do you feel would have the biggest impact in creating positive change for children affected by domestic abuse? Open question