Interviews with 30 education professionals in Türkiye point to gaps in reporting procedures, staff training and family coordination.
Researchers interviewed 15 teachers and 15 school administrators working in inclusive education settings in Türkiye. The interviews examined how schools identify online child sexual exploitation and grooming risks and what they do during the first 24 hours after a concern is raised.
Participants most often linked risks to unmoderated interactions on social media and online games. Concerns were commonly noticed through reduced classroom participation, withdrawal, mood changes and attempts to hide online communications. Referral to school guidance or counselling services was typical, but participants described uncertainty about legal reporting requirements and referral pathways, as well as limited preparation for responding to suspected cases.
What schools reported
The analysis identified seven themes: online risks, early warning signs, the initial school response, technical safety measures, gaps in teaching students about sexuality, privacy and safe internet use, teachers’ professional development needs, and recommendations for families.
Participants said risks were often connected to unmoderated interactions on social media, video-chat applications and online games. Schools commonly noticed possible problems indirectly, through behavioural or emotional changes rather than direct disclosures. Reported signs included lower classroom participation, social withdrawal, sudden mood changes and efforts to conceal online communication. Referring concerns to school guidance or counselling services was common, but professionals reported uncertainty about what the law required, where cases should be referred and how to respond effectively in the first 24 hours.
Why response systems matter
The findings suggest that blocking or monitoring technology is not enough to address online sexual exploitation and grooming risks in inclusive school settings. Schools may also need clearly defined reporting and referral procedures, structured training for staff, education that helps students understand privacy and safer internet use, and sustained collaboration between schools and families.
The study is especially relevant to schools serving students who may face communication barriers or limited access to safe ways of disclosing concerns. It does not establish how common online exploitation is, but it highlights reported uncertainty among the professionals responsible for responding when concerns arise.
Evidence and limits
The study is based on semi-structured interviews with 30 school professionals in Türkiye: 15 teachers and 15 school administrators. Researchers analysed the interviews thematically and identified seven recurring themes. The findings describe participants’ experiences and perceptions; they are not a measure of the prevalence of online grooming or exploitation, and they do not test whether particular school policies reduce harm.
The researchers note that self-reported accounts may be affected by social desirability and imperfect recall. The study used interview data only and could not check participants’ accounts against school protocols, incident records or direct observations.
// Source
Humanities and Social Sciences Communications · 2026 · DOI: 10.1057/s41599-026-09396-x
Authors: Alper Gülay, Gökhan Kahveci
Institutions: Recep Tayyip Erdoğan University
