Practical, Evidence Based and Self-Paced Learning
This course on sexualised behaviours of concern offers:
Practical strategies for immediate use – Learn evidence-based techniques you can implement directly in education settings, disability services, or at home with children involved in your care. The course also addresses the link between online behaviour—including exposure to online pornography and developmentally inappropriate use of online content—and harmful sexual behaviour.
Comprehensive understanding of Hackett’s continuum – Accurately assess whether sexual behaviour is developmentally expected, problematic sexual behaviour, or harmful sexual behaviour requiring further assessment. Many children displaying harmful sexual behaviour have experienced trauma, including physical or domestic abuse, which is often more prevalent than sexual abuse.
Evidence-based Positive Behaviour Support techniques – Prioritise safety while supporting healthy sexual development across different developmental stages. Children with learning disabilities are more vulnerable to both being sexually abused and displaying harmful sexual behaviours due to difficulties with social skills and understanding consent.
Self-paced learning with 12 months access – Complete the course at your own schedule, fitting professional development around your existing commitments
Professional development certificate and NESA accreditation – Advance your career with recognised qualifications that demonstrate specialist knowledge
NDIS funding applicable – This course is accessible for eligible participants across all NDIS management types (self-managed, plan-managed, and NDIA-managed),
What Makes This Course Different
Most training focuses on crisis response after problematic behaviour or harmful sexual behaviour has occurred. This course is takes a proactive, prevention based approach:
Prevention-focused approach – Structured environmental supports and skill-building reduce the likelihood that behaviour escalates from developmentally inappropriate to harmful
Neuroaffirming framework – Recognises that many children displaying harmful sexual behaviour have learning disabilities, mental health challenges, or have experienced abuse, requiring tailored responses rather than punishment
Practical tools for creating supportive environments – Learn to build predictable settings that prevent escalation across primary and secondary schools, residential care, and home environments
Focus on building protective skills – Teach children and young people about boundaries, informed consent, and healthy relationships rather than relying on punishment-based approaches that increase shame
Who The Course is For
Ideal for:
- Parents and caregivers supporting a child or young person displaying sexualised behaviour that causes concern about their safety or the safety of other children—especially as girls and young women are often identified at a younger age, and harmful sexual behaviour in younger children is often linked to trauma or abuse.
- Educators and school staff in primary and secondary schools who need to respond appropriately when such behaviours occur in education settings
- Allied health professionals including psychologists, social workers, and occupational therapists working with children who have experienced abuse or display harmful sexual behaviour HSB
- Support workers in disability services, residential care, and community programs supporting young people with specific difficulties including learning disabilities, where considering developmental status and younger age is essential for accurate assessment and support.
- Anyone seeking evidence-based strategies for a child centred approach to supporting children and young people across the SBoC continuum
If you want confidence to respond safely when sexualised behaviour occurs, while building skills that prevent escalation and promote healthy sexual relationships, this course fits your needs.
Frequently Asked Questions
Do I need prior experience with behaviour support? No. This course is designed for all experience levels, building from foundational concepts about sexual development and different developmental stages through to advanced intervention strategies for harmful sexual behaviour.
How long do I have to complete the course? You have 12 months access from your purchase date, allowing flexible completion around your professional and personal commitments.
Can I use NDIS funding? Yes, this course can be funded through the NDIS as it aligns with capacity building supports and may meet the reasonable and necessary criteria where it supports skill development for those working with a child with a disability. Funding can be used across all NDIS management types, including self-managed, plan-managed, and NDIA-managed. If you would like to use NDIS funding, please email dolly@behaviourhelp.com with the course name(s), participant’s full name, participant’s NDIS number, and the line item you would like the invoice raised against.
Will I receive a certificate? Yes. A professional development certificate is provided upon successful completion.
Is the course content evidence-based? Absolutely. All strategies are based on current research in trauma-informed care, Positive Behaviour Support, and neuroaffirming approaches, including Hackett’s continuum and recognised frameworks used across appropriate services.
What if I need further advice after completing the course? The course provides comprehensive guidance and downloadable resources. For complex cases involving child sexual abuse, child sexual exploitation, or where young people may suffer significant harm, we recommend engaging specialist assessment through appropriate services.
What should I do if I identify harmful sexual behaviour? If harmful sexual behaviour is identified, it is critical to report it to a child protection lead or relevant professional immediately. An initial assessment should be conducted to evaluate the situation, and a multi-agency approach may be required to ensure comprehensive support, information sharing, and coordinated intervention for the child’s safety and wellbeing.
How should I talk to children about their bodies? Teach children that some body parts are private and should not be touched without their permission. Use proper anatomical names when discussing body parts to avoid implying secrecy or shame, and help children understand appropriate boundaries.
Understanding the Continuum of Sexualised Behaviour in Children
Sexualised behaviour in children sits on a continuum. Some behaviour, such as curiosity about bodies, is a normal part of development. Other behaviour is concerning, and some is harmful to the child or to others. Knowing where a behaviour sits helps adults respond calmly and proportionately.
Behaviour is more likely to be of concern when it:
- Is frequent or persistent, even after gentle redirection
- Is not typical for the child's age or developmental stage
- Involves force, coercion, secrecy or a large age or power difference
- Causes distress to the child or to others
- Gets in the way of the child's learning, friendships or daily life
Sexualised behaviour of concern can be linked to many factors, including developmental differences, trauma, exposure to sexual content or unmet needs. Understanding the cause is the first step to supporting the child.
Responding to Sexualised Behaviour of Concern: A PBS Approach
Positive Behaviour Support helps adults respond to sexualised behaviour of concern in a way that keeps everyone safe and supports the child to learn. In this course, you will learn to:
- Respond calmly. A calm, matter-of-fact response protects the child's dignity and makes it easier to talk.
- Keep everyone safe. Increase supervision and adjust the environment where needed.
- Follow your obligations. If you believe a child is at risk of harm, follow your organisation's child protection procedures and contact the relevant child protection service or police.
- Understand the behaviour. Use a Functional Behaviour Assessment to identify what is driving it.
- Teach skills. Teach body safety, privacy, consent and healthy relationships in a way that suits the child's age and development.
- Work together. Coordinate with families, schools and professionals so the child gets consistent support.
Promoting Healthy Relationships and Addressing Harmful Sexual Behaviour
Sexualised behaviours of concern (SBoC) do not occur in isolation. They are often shaped by a complex combination of developmental, environmental, and experiential factors that influence how children and young people understand relationships, boundaries, and social norms. Adverse childhood experiences—such as witnessing domestic violence, having parents with mental health issues, or experiencing other forms of trauma like intra-familial sexual abuse or family violence—are strongly linked to the display of harmful sexual behaviours in adolescents.
For most children, early sexual behaviour is developmentally expected and part of healthy exploration. However, when behaviour moves beyond what is socially acceptable, becomes persistent, or involves power imbalance, coercion, or harm, it may indicate underlying needs that require support. These behaviours can range across a continuum—from curiosity in pre-adolescent children through to problematic or harmful behaviours, including sexual harassment, sexual violence, or even violent sexual behaviours in more serious cases.
Understanding the antecedents to SBoC is essential. Children and young people involved in these behaviours may have experienced trauma, abuse, exposure to inappropriate content, unmet sensory needs, difficulties with communication, or challenges in emotional regulation and impulse control. It is important to distinguish developmentally unusual or inappropriate behaviour, as concern includes indicators such as public masturbation and accessing violent or non-consensual pornography. Older children may also be influenced by peer dynamics, online environments, or social pressures that distort their understanding of consent and healthy relationships.
If these behaviours are not addressed early, the risks can be significant. Patterns may become more entrenched, increasing the likelihood of harm to others and escalating concerns around child protection. Research indicates that a significant proportion of harmful sexual behaviour involves children and young people who are well known to each other, with estimates suggesting that between a quarter and a half of such behaviours involve siblings or close relatives. Without appropriate support, young people may struggle to develop healthy, respectful relationships, and behaviours can progress into more serious forms of sexual violence or other behaviours that impact long-term wellbeing and safety.
This is why a proactive, prevention-focused approach is critical.
Rather than relying on reactive or punitive responses, Positive Behaviour Support (PBS) provides a framework for understanding behaviour and teaching safer alternatives. By identifying triggers and underlying functions, we can reduce risk, support regulation, and create environments where positive behaviours are more likely to occur.
Promoting healthy relationships is at the core of this course. It is about helping children and young people to:
- understand boundaries and what is socially acceptable
- develop communication skills around consent and personal space
- build emotional regulation and impulse control
- learn respectful, safe ways to interact with others
- replace harmful behaviours with appropriate, functional alternatives
- promote healthy relationships, including education about the dangers of online sexual content and the consequences of sharing images without consent
Through structured support, consistent responses, and skill-building, most children can move towards safer, more positive patterns of behaviour. Extreme emotional reactions to children's sexualised behaviour can lead to feelings of guilt or shame rather than understanding the need for healthy boundaries, and using coercion, intimidation, or physical pain during sexual acts constitutes lack of consent or force.
This course is designed to give you the tools and confidence to do exactly that—supporting young people not only to reduce risk, but to build the foundations for healthy relationships that last into adulthood.
Ready to Transform Your Practice?
Stop feeling uncertain when responding to sexualised behaviours of concern in children and young people.
Gain confidence with evidence-based strategies that recognise the difference between generally consensual, developmentally expected exploration and problematic or harmful sexual behaviour requiring intervention.
Many children who display such behaviours have trauma histories, have been sexually abused, or have specific difficulties that require compassionate, informed responses—not punishment that increases shame and escalates risk.
A significant proportion of sexual offences involve young people, and early intervention can prevent escalation. Research shows recidivism rates of only 3-14% when children receive appropriate support, compared to the trajectory toward adult sex offenders when behaviour goes unaddressed.
Join professionals creating supportive environments where children can heal and thrive, where healthy relationships are modelled, and where every young person receives the child centred support they deserve.
Frequently Asked Questions About Sexualised Behaviours of Concern (SBoC) Training
What are Sexualised Behaviours of Concern (SBoC) in children and adolescents?
Sexualised Behaviours of Concern (SBoC) describe sexual behaviours displayed by children or adolescents that may be inappropriate for their developmental stage, persistent, intrusive, coercive or potentially harmful to themselves or others. While curiosity about bodies, relationships and personal boundaries can be a normal part of childhood development, some behaviours require further assessment and intervention. Understanding the difference involves considering the child's age, developmental ability, the circumstances surrounding the behaviour, the presence of consent or coercion, and any potential harm. Our online SBoC training teaches parents, educators and professionals how to recognise concerning patterns and respond using compassionate, developmentally appropriate Positive Behaviour Support strategies.
How can I distinguish normal childhood sexual behaviour from harmful sexual behaviour?
Distinguishing developmentally expected sexual behaviour from problematic or harmful sexual behaviour requires consideration of several factors, including the children's ages, developmental abilities, the nature and frequency of the behaviour, and whether there are differences in power, understanding or vulnerability. Developmentally expected behaviours are generally spontaneous, exploratory and responsive to appropriate guidance. Behaviours may become concerning when they are persistent, distressing, coercive, involve significant power imbalances or place another person at risk. Our course introduces structured approaches for considering these differences while recognising that individual circumstances must be assessed carefully rather than relying on a child's chronological age alone.
What is Hackett's continuum of sexualised behaviour?
Hackett's continuum is a framework used to understand and assess sexual behaviour displayed by children and young people. It describes a spectrum ranging from developmentally expected behaviours through inappropriate and problematic behaviours to abusive and violent sexual behaviours. The framework uses a traffic-light approach, with green representing developmentally expected behaviour, amber indicating inappropriate or problematic behaviour, and red identifying abusive or violent behaviour requiring specialist responses. Our online training explores how this continuum can support professional judgement, help identify levels of concern and guide appropriate intervention, safeguarding and referral decisions.
What causes problematic or harmful sexual behaviour in children?
There is no single cause of problematic or harmful sexual behaviour in children and adolescents. Contributing factors may include exposure to inappropriate sexual material, trauma, adverse childhood experiences, difficulties understanding social boundaries, communication differences, emotional regulation challenges, impulsivity and environmental influences. Some young people may have neurodevelopmental conditions or learning disabilities that affect their understanding of relationships, privacy and consent. Importantly, displaying sexualised behaviour does not automatically mean a child has experienced sexual abuse. Our course explores how to identify relevant contributing factors without making assumptions, helping adults develop appropriate and individualised support strategies.
Can trauma or sexual abuse contribute to Sexualised Behaviours of Concern?
Yes. Experiences of trauma, abuse, neglect or exposure to sexualised environments can contribute to sexualised behaviours of concern in some children and adolescents. Trauma may affect a young person's emotional regulation, sense of safety, relationships and understanding of personal boundaries. However, not every child who displays concerning sexual behaviour has experienced abuse, and not every child who experiences trauma develops sexualised behaviours of concern. Our training promotes a trauma-informed approach that avoids blame and shame, recognises individual experiences and prioritises safety, appropriate assessment and supportive relationships.
Are children with autism, ADHD or learning disabilities more likely to display Sexualised Behaviours of Concern?
Some children with autism, ADHD, intellectual disabilities or other neurodevelopmental differences may experience additional challenges understanding social expectations, interpreting boundaries, regulating impulses or recognising the perspectives of others. These difficulties can influence how they learn about privacy, consent and appropriate social interactions. However, a diagnosis does not mean that a child will display harmful sexual behaviour. Our SBoC training uses a neuroaffirming Positive Behaviour Support framework that considers each child's communication abilities, developmental understanding, sensory needs and individual circumstances when developing appropriate educational and behavioural supports.
How can exposure to pornography and online sexual content influence children's behaviour?
Exposure to pornography, sexualised social media content or other developmentally inappropriate online material can influence how children and adolescents understand relationships, boundaries, consent and sexual behaviour. Some young people may imitate behaviour they have seen without fully understanding its meaning, consequences or potential harm. Online experiences may also involve coercion, exploitation, unwanted contact or pressure to share intimate images. Our course explores the relationship between online experiences and sexualised behaviours of concern, emphasising age-appropriate education, supportive conversations, online safety, supervision and appropriate safeguarding responses.
How should parents or professionals respond when a child displays inappropriate sexual behaviour?
When a child displays inappropriate sexual behaviour, adults should respond calmly, prioritise safety and avoid reactions that create unnecessary fear or shame. The immediate response should be proportionate to the behaviour and the level of risk involved. This may include interrupting the behaviour, ensuring appropriate supervision, reinforcing personal boundaries and providing clear, developmentally appropriate guidance. Where behaviour is coercive, harmful or potentially abusive, safeguarding procedures and specialist advice must take priority. Our training teaches participants how to use low-arousal, respectful responses while recognising when additional assessment, reporting or intervention is required.
How does Positive Behaviour Support help children with Sexualised Behaviours of Concern?
Positive Behaviour Support (PBS) provides a structured, person-centred framework for understanding behaviours of concern and developing strategies that reduce risk while improving quality of life. For Sexualised Behaviours of Concern, PBS considers the child's developmental abilities, communication needs, emotional regulation, environment and potential contributing factors. Support strategies may include improving supervision, establishing predictable routines, teaching appropriate boundaries, developing communication and coping skills, and reinforcing safe social interactions. Our course explains how to use the Assess, Manage and Prevent framework to develop practical Behaviour Prevention and Behaviour Management Plans alongside appropriate safeguarding measures and specialist intervention where necessary.
Can a Functional Behaviour Assessment help identify the reasons behind sexualised behaviour?
Yes. Functional Behaviour Assessment (FBA) can help professionals understand the circumstances in which Sexualised Behaviours of Concern occur, identify patterns and explore possible contributing factors. Assessment may consider environmental triggers, communication difficulties, sensory needs, emotional states, social interactions and the consequences of behaviour. However, FBA alone is not a substitute for specialist assessment of harmful sexual behaviour, safeguarding risk or possible abuse. Our course teaches participants how to conduct or contribute to an FBA and use their findings to develop preventative and responsive supports, while recognising situations that require specialist multidisciplinary assessment and intervention.
How can teachers manage Sexualised Behaviours of Concern in schools?
Teachers and education support staff play an important role in recognising concerning sexual behaviours and maintaining safe, respectful learning environments. Appropriate responses may include reinforcing privacy and personal boundaries, providing developmentally appropriate education, implementing consistent supervision arrangements and creating opportunities for students to develop communication and social understanding. When behaviours raise safeguarding concerns, staff must follow their school's child protection policies, reporting procedures and relevant legal obligations. Our online training provides practical Positive Behaviour Support strategies for preventing inappropriate behaviour, responding calmly to incidents and collaborating with families and specialist professionals when additional support is required.
How can children and adolescents be taught about consent, privacy and personal boundaries?
Teaching children about consent, privacy and personal boundaries is an important preventative strategy. Education should be appropriate to the child's age, developmental ability, communication needs and level of understanding. Practical approaches may include explaining personal space, identifying private and public behaviours, teaching children how to communicate discomfort, recognising when another person does not consent and understanding respectful relationships. Children with communication or learning difficulties may benefit from visual resources, social scenarios, modelling and repeated practice. Our SBoC course explores how to teach these protective skills through a structured, supportive and neuroaffirming Positive Behaviour Support approach.
What should I do if a child's sexual behaviour may be harmful or abusive?
If a child's sexual behaviour may be harmful, abusive or coercive, the immediate priority is protecting everyone involved and preventing further harm. Adults should follow relevant child safeguarding policies, seek advice from the designated child protection lead or appropriate statutory service, and fulfil mandatory reporting obligations where applicable. Concerns should be recorded factually, and adults should avoid conducting their own investigative questioning or making promises of confidentiality. Urgent situations may require immediate assistance from emergency or child protection services. Our training explains the importance of recognising higher-risk behaviours, maintaining dignity and ensuring that specialist assessment and coordinated multi-agency support are sought when necessary.
Does this course replace specialist harmful sexual behaviour assessment or therapy?
No. This course provides education and practical Positive Behaviour Support strategies for understanding, preventing and responding to Sexualised Behaviours of Concern. It does not replace individualised clinical assessment, specialist harmful sexual behaviour intervention, psychological therapy or formal safeguarding processes. Complex or high-risk situations may require input from appropriately qualified clinicians, child protection professionals, schools and other relevant agencies. The training helps parents and professionals understand their responsibilities, recognise when specialist assistance is necessary and use supportive strategies alongside appropriate assessment and intervention.
Who should complete the Sexualised Behaviours of Concern online training course?
Our Sexualised Behaviours of Concern training is suitable for parents, foster carers, kinship carers, teachers, teaching assistants, school wellbeing staff, disability support workers, social workers, psychologists, occupational therapists and other allied health professionals. It is particularly relevant for adults supporting children and adolescents who demonstrate sexualised behaviours requiring additional guidance, assessment or intervention. No previous training in Positive Behaviour Support is required. The course introduces foundational concepts before exploring assessment, prevention, behaviour management, safeguarding and practical strategies that can be applied across home, school, residential care and community environments.
How much does the SBoC online course cost, and will I receive a certificate?
The Positive Behaviour Support Across the Continuum of Sexualised Behaviours of Concern course costs $99 AUD and provides approximately three hours of self-paced online professional development training across six modules. Participants receive 12 months of course access from the date of purchase and can complete the training at times that suit their schedule. A certificate of completion is issued after successfully finishing the course. Behaviour Help is a NESA accredited provider. The course may be suitable for NDIS funding where the relevant eligibility and funding requirements are met. For organisational invoicing or NDIS payment enquiries, please email dolly@behaviourhelp.com with your course and enrolment details.
What is sexualised behaviour of concern?
Sexualised behaviour of concern is sexual behaviour by a child or young person that is not expected for their age or development, is frequent or persistent, or causes harm or distress to themselves or others.
What sexual behaviour is normal for children?
Some behaviour, such as curiosity about bodies or asking questions, is a normal part of development. It becomes a concern when it is persistent, not typical for the child's age, involves force or secrecy, or causes distress. The course explains the continuum in detail.
Who is this course for?
The course is designed for parents and caregivers, educators and school staff, allied health professionals and support workers who support children and young people.
Is this course accredited?
Yes. Behaviour Help is a NESA accredited provider. (Dolly to confirm whether this course also has TQI accreditation and a set number of PD hours.)