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.