Understanding problematic and harmful sexual behaviour
Sexual behaviour is one part of children’s development, but sometimes it can raise concerns. Learn what problematic and harmful sexual behaviour is and find resources to help you take the next step.
At a glance
Sexual behaviours are one part of children's broader development.
Some behaviours are expected for a child's age and developmental stage, while others may be a cause for concern or even cause harm to the child or others.
The term 'problematic and harmful sexual behaviour' (PHSB) describes a range of behaviours. It does not describe the child, or define who they are.
If you're worried about a child's behaviour, you don't have to work it out alone. Across this website you’ll find information and resources to help you, as well as services you can contact.
If you work with children, you have a role to play. You might be the first person to notice a behaviour or the person a child chooses to tell. Knowing what to look for, how to respond and where to get help can make a difference.
Understanding problematic and harmful sexual behaviour
The term ‘problematic and harmful sexual behaviour’ (PHSB) describes a range of sexual behaviours in children and young people under 18. These behaviours may not be appropriate for a child’s age or developmental stage, or may cause harm to another person.
Problematic sexual behaviours
are those that are not expected for a child’s age or developmental stage. They can raise concern because they
seem difficult for the child to control
keep happening, even when adults step in or redirect
are intrusive
involve children who do not, or did not, have an equal say in what happened.
These behaviours may cause confusion or distress for the child or other people involved.
Harmful sexual behaviours
are behaviours that cause harm to another person or to the child themselves. These behaviours typically involve
a lack of consent
coercion
exploitation
in some cases, physical violence.
There may be a power imbalance between the children involved, for example because of their age, size, emotional or cognitive development, gender or social status.
PHSB is not a diagnosis or a label for a child. It describes behaviour, not the child themselves. Children are still growing and developing, and their behaviour can change.
A note on terms: On this page, we use the term 'children' to mean anyone aged 0 to 17.
How do you know if sexual behaviour is problematic or harmful?
Children’s sexual behaviours can be understood as existing on a continuum, ranging from developmentally expected through to harmful sexual behaviours.
Sexual behaviours are a normal part of sexual development during childhood and adolescence. Sexual behaviours may involve a child's own body only, like touching their genitals or masturbation, or involve others, for example, sexual contact or sexual gestures. Behaviours can occur in person or in online environments.
Most sexual behaviours are typical for a child's age and developmental stage. Even so, it’s common for adults to feel unsure or uncomfortable when a child displays any sexual behaviour.
Why do we look at a child's developmental stage and not just age?
A child’s development refers to how they grow, learn, understand things and relate to others. Children of the same age can develop in different ways and at different rates. This means their understanding, abilities and behaviour may be different too.
Understanding a child’s sexual behaviour is not always straightforward. Our own experiences, values, and knowledge of child development, sex and sexuality shape our understanding of what is 'developmentally expected' and how we interpret what we see. Rather than looking at the behaviour alone, it is important to consider the behaviour, the child, and the circumstances in which it occurred.
Recognising that everyone brings different assumptions to this topic is an important place to start.
If you’re asking yourself, ‘Is this a typical behaviour or a cause for concern?’ it can help to consider:
The behaviour: Where does it sit on the continuum from developmentally expected to harmful?
Your observations: What have you seen or heard? What do you still need to find out or confirm?
Context of the behaviour: Where did the behaviour occur? What was involved?
The child’s circumstances: Who is the child and what do you know about them? For example, consider the child’s development and their experiences of family and peers, including experiences of adversity.
Your concerns: What worries you about what you’ve observed?
Yourself: What knowledge and beliefs do you hold about sexual development? Where do they come from?
Your next steps: What questions do you have and who can you take them to? Who can support you, including with any discomfort or uncertainty you’re feeling?
Not sure if a behaviour is a concern?
You don't have to work it out on your own. Talk to someone responsible for child safety in your organisation, such as your supervisor, manager or child safety lead, and seek advice early. For more information on services available in your area, use the link below.
Taking care of your wellbeing
This topic can bring up challenging feelings. It’s important the adults around children take care of themselves too. We encourage you to make use of our collection of wellbeing resources and supports.
Taking care of your wellbeing
This topic can bring up challenging feelings. It’s important the adults around children take care of themselves too. We encourage you to make use of our collection of wellbeing resources and supports.
The sexual behaviour continuum
One of the most widely used frameworks for understanding children’s sexual behaviour is the Hackett Continuum. Developed by Professor Simon Hackett, it describes sexual behaviours along a continuum, from developmentally expected through to problematic and harmful.
The continuum is not a screening or diagnostic tool. It helps to think about a child’s behaviour in context and respond in ways that are proportionate to the nature and impact of the behaviour.
Developmentally expected behaviour
Signs that a child’s sexual behaviour is typical or expected for their age and developmental stage include
the behaviour comes from curiosity and feels light‑hearted or exploratory
the behaviour involves children of a similar age and developmental stage, where things feel equal – for example, they are a similar age and size, and have similar developmental capacity to equally express boundaries, say no or stop without fear of consequences
the child stops or changes the behaviour when adults set limits or redirect them.
Problematic behaviour
A child may be displaying problematic sexual behaviour if the behaviour
is outside of what is developmentally expected or typical for a child’s age or developmental stage
is compulsive or persistent despite adult's redirection or guidance
happens in inappropriate settings
interferes with daily life, relationships and development (for example, if a young person becomes preoccupied with pornography use to the point it interferes with parts of their life like going to school or spending time with friends)
causes distress, confusion, or shame to the child or other people affected by the behaviour.
Harmful behaviour
A child may be displaying harmful behaviour if the behaviour involves
a lack of consent
abuse of power (physical, cognitive, social, situational, or gender-based power imbalance)
force, threats, or bullying
coercion – pressure, manipulation, control or deceit
physical violence
harm or injury to other people or themselves.
Recognising PHSB
Explore resources supporting you to identify where children’s behaviour sits on a continuum from developmentally expected to potentially problematic and harmful.
Why language is important
The words we use shape how children are understood, how decisions are made and the kind of responses children receive.
The term ‘problematic and harmful sexual behaviour’ (PHSB) is used because children who have displayed these behaviours are children – unlike adults, they are still developing physically, socially, emotionally and cognitively. The language used to describe adult sexual offending does not reflect children’s developmental needs, vulnerabilities, and opportunities for growth.
Importantly, for harmful sexual behaviours, the term doesn't excuse or minimise the harm caused. Instead, it acknowledges harm while recognising that children who have displayed harmful sexual behaviours have their own developmental, safety, and wellbeing needs – including the opportunity to be supported to make changes that prevent harm in the future.
Children and families affected by problematic and harmful sexual behaviour
What do we know about children and young people who displayed PHSB?
Children and young people who have displayed PHSB are not all the same, and their behaviour does not define who they are or who they will become.
Their behaviours, backgrounds, developmental capacities and intentions vary. Some children have experienced adversity or harm themselves – such as family violence, neglect or abuse – while others have not. Some may have had early or repeated exposure to sexual content, like pornography.
Wherever their behaviour sits on the continuum, most children who have displayed PHSB can develop safer behaviours and do not persist into sexual offending as adults, especially with proportionate response and timely therapeutic support.
Children who have displayed PHSB can experience confusion, shame, isolation, guilt, and uncertainty about who to turn to for help.
Because their histories, abilities, experiences, and intentions differ so widely, it’s important to meet every child with openness rather than assumptions.
If a child has displayed PHSB, it does not automatically mean that
They have been abused themselves
They will go on to sexually offend as an adult
They cannot change their behaviour
What do we know about children and young people harmed by PHSB?
Children and young people affected by another child’s sexual behaviours are just as diverse.
The impacts of PHSB don’t always show up straight away. The experience may leave children feeling confused, scared, or hurt, affecting their relationships, learning, and overall wellbeing. Children may not yet have the words or understanding to describe or recognise the impacts – and their feelings towards what happened can change over time.
Some children may communicate distress through changes in behaviour such as 'acting out', becoming angry, skipping school, staying out late, ‘closing off’, isolating themselves, or trying to become less visible - these signs can have many possible explanations and should prompt curiosity, open conversations, and supportive responses.
It is important to recognise that some children who have been harmed by harmful sexual behaviours endure profound and long-term impacts. They require the same level of care and protection as those harmed by adults – care that recognises their strengths, views and ability to be involved in decisions that affect them.
What impact can PHSB have on families and carers?
Families and carers of children who have displayed PHSB and children who have been harmed can experience distress, shame, confusion, isolation and conflicting emotions.
If PHSB isn’t well understood by the family, or by the people around them, it can exacerbate feelings of distress, confusion, and isolation. And if professional responses feel dismissive or overly punitive, families can lose trust in services.
When PHSB happens within a family, for example, between siblings or other extended family members, these feelings of distress and conflict can be even stronger. In these situations, families may also experience significant challenges. They can feel torn between supporting the child who harmed and who was harmed, while also adjusting to changes to daily life, routines, and living arrangements, both in the short and longer term.
If you are a parent or carer
If you’re a parent or carer concerned about your child, you’re not alone – there are resources and services that can help you.
What does preventing and responding to problematic and harmful sexual behaviour look like in my role?
You might be the first person to notice a behaviour, or the person a child chooses to tell. Whether you’re a teacher, educator, coach or youth worker, how you respond in that moment matters.
Your role can include noticing what’s happening, having the right conversation or knowing who to escalate your concerns to.
Know what’s developmentally expected and safe, and what’s not
Build your understanding of children’s sexual development so you can recognise the continuum from developmentally expected to harmful behaviour, and the context around it. Help others around you build this knowledge too.
Build confidence in talking with children
Develop skills for conversations about body safety, development, body parts, boundaries and consent – tailored to a child’s age, stage and ability. Learn what culturally safe communication looks like in your role by seeking out information led by lived experience and asking your supervisors about cultural consultation, supervision and culturally safe practice.
Respond to disclosures with affirmation and action
If a child tells you they have experienced sexual harm, take it seriously. Let them know they did the right thing by telling you, that it’s not their fault, and that steps will be taken to keep them safe. Then follow through – in the first instance, this may be speaking with your supervisor. Explore resources on supporting safety after PHSB.
Keep every child’s safety and wellbeing in view
This includes children who have been harmed and children who have displayed PHSB. Supporting one doesn’t come at the expense of supporting the other – both need support, and a child whose behaviour has caused harm needs support to understand their actions and make positive change. Explore resources on risk assessment and safety planning for more.
Respond early
Identifying PHSB early and responding without judgement or the use of excessive consequences, makes a difference – for the child displaying the behaviour and anyone affected by it.
Responding to PHSB
Looking for more guidance on how to prepare for a conversation with a child or parent, or how to assess risk and make a plan to improve a child’s safety?
Frequently asked questions
Yes, supports are available for children who have displayed or are affected by PHSB. Explore a range of services on our Get Help page.
If you are a mandatory reporter in your state or territory, you may be required to share your concerns with a statutory child protection or child safety department.
Learn more about mandatory reporting responsibilities.
Reporting is only one step in responding to PHSB.
You can continue supporting the child and their family by offering assistance that aligns with your role. This may include helping them access appropriate services, contributing and reinforcing safety planning, or directing them to resources that develop understanding and positive change. For more, see our toolkit on Beyond reporting [add link].
Find more resources for responding when children have displayed PHSB.
Most children who have displayed PHSB do not go on to sexually offend as adults – either towards adults or children. This is especially true for children who are supported through therapeutic services.
That doesn’t mean that PHSB should be ignored. Some sexual behaviours learnt by young people can lead to potentially harmful expectations or practices, for example, not understanding how to check for sexual consent.
All children who have displayed PHSB have a right to not be defined by their behaviour, and to be supported to make safe changes and grow into ethical, respectful members of society.
It’s important to approach any PHSB in children with an open mind about what may be happening in their lives and what experiences may sit behind the behaviour.
Some children who have displayed PHSB may have experienced sexual, emotional or physical abuse, domestic and family violence, neglect or other childhood adversities and developmental challenges. The possibility that a child who displayed PHSB may also be experiencing harm should always be considered and explored.
At the same time, it’s important not to make assumptions.
Research is increasingly identifying other factors that are related to a child displaying PHSB – some of these may intersect with forms of child abuse and neglect or be influenced by other factors in a child's environment, including online content and peers.
These factors include:
exposure to sexual content or sexualised behaviour, like pornography
exposure to child sexual abuse material, for example, seeing child sexual abuse material online
exposure to adult intimate sexual behaviour
environments where sexual boundaries are limited, like a home where family members openly use and encourage children to use pornography
having very rigid or harmful ideas about what being a man looks like, especially among teenage boys.
Our collection of prevention resources can help you support children’s understanding of body boundaries and consent, including navigating harmful gender stereotypes and pornography use.
The term child sexual abuse is typically used in the context of adult-perpetrated abuse. Child sexual abuse committed by adults is a serious offence, and it is common to see the term used alongside labels like 'perpetrators' or ‘offenders’ or ‘abusers’ to describe those adults who sexually harm others.
In contrast, PHSB is a broader umbrella term used to describe a wider range of sexual behaviours displayed by children (0 to 17 years) that may cause confusion, distress, or harm to others or the child themselves. Where sexual abuse is carried out by adolescents under the age of 18, the term 'young people who displayed harmful sexual behaviour' is more commonly used in child protection and service responses. This terminology recognises that young people differ developmentally from adults and therefore require responses that are proportionate to their age, capacity, and circumstances.
We also use the term 'harmful sexual behaviours', rather than 'sexually harmful behaviours' because the term 'harmful sexual behaviours' foregrounds the fact that the harm caused by the behaviour is more than sexual – the behaviour can have profound impacts across multiple developmental domains, including physical, social, psychological, and spiritual.
As a whole, using non-stigmatising language like PHSB may reduce barriers to help-seeking for children and their families. It may also reinforce the understanding that PHSB is primarily a child protection and welfare issue. Viewing PHSB though this lens prioritises responses that not only help children stop the behaviour and understand its impact, but also address their developmental, relational, and broader wellbeing needs.
When reading about PHSB you may come across the term ‘peer-on-peer sexual abuse’. It is mainly used to refer to harmful sexual behaviour by adolescents towards young people who are similar aged peers. It’s less widely used in Australia than in other contexts.
It depends on the child’s age and how serious the behaviour was. Every state and territory sets a minimum age of criminal responsibility, including for sexual offences. If you are looking for legal advice for a child or young person, please visit, visit Youth Law Australia.
Most young people who displayed harmful sexual behaviours can stop the behaviour. Parental and professional support is often helpful – and all safe adults in a child’s life can play a role. This can look like:
Being a positive role model
Creating opportunities for safe pro-social activities, like participating in sports, arts, and cultural programs
Fostering safe and respectful relationships
Participating in counselling sessions with them
Working closely with their counsellors and other organisations to develop and implement safety plans at home and other social and educational settings
Child sexual exploitation and PHSB are distinct but can sometimes overlap.
Child sexual exploitation occurs when an adult, older young person, or group abuses a power imbalance to coerce, manipulate, or deceive a child into completed or attempted sexual activity, either online or offline.
Harmful sexual behaviours can occur within the context of child sexual exploitation when there is solicitation and deception within an imbalance of power between the child and the young person, or when the behaviour involves ‘exchange’ of tangible (for example, food, money, alcohol and drugs or devices like phones) or non-tangible things (such as social status or ‘friendship’).
It is, however, important to understand the developmental context in which these behaviours occurred as this will determine the level of responses required. It is also important to understand that the victimised child in situations of child sexual exploitation should not be viewed as displaying PHSB.
If you have concerns about online child sexual exploitation, you can report it here.
Online harm is just as concerning. Children may not recognise the harm straight away because the interaction feels friendly, exciting or validating at first. For image-based abuse, the harm can also spread quickly or intensify when online content is saved and shared without the child’s knowing.
The impacts can be just as devastating and profound, diminishing children’s autonomy, dignity, trust and mental wellbeing. You can explore our resources here about preventing and responding to online harm.
Australian Centre for Child Protection. (2017). A continuum of responses for harmful sexual behaviours: A practical guide for organisations and practitioners. Australian Centre for Child Protection. https://www.ccyp.wa.gov.au/media/owjevy3o/a-continuum-of-responses-for-harmful-sexual-behaviours-australian-centre-for-child-protection-april-2018.pdf
Australian Childhood Foundation. (2022). Harmful sexual behaviours: Research brief. https://learn.childhood.org.au/wp-content/uploads/2022/07/harmful-sexual-behaviours-research-brief.pdf
Association of Children’s Welfare Agencies. (2022). Factsheet 1: What is problematic and harmful sexual behaviour https://www.acwa.asn.au/wp-content/uploads/2022/10/PHSB-FactSheet1-Carer.pdf
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