Why they matter

Professional boundaries are required in relationships where one person entrusts their welfare and safety to another person. This creates a natural power imbalance. This power imbalance is inherent and always exists.

A lot of roles within our Diocese (including teachers, early educators, caseworkers, therapists, and clergy) hold unique positions of trust, care, authority and influence. Because of this, maintaining clear professional boundaries is essential. Boundaries help protect children and vulnerable adults, support a safe learning and working environment, and ensure that professional standards are upheld. It is always the responsibility of the professional to maintain professional boundaries. This can include avoiding physical contact with children and vulnerable adults, being mindful of language and tone used, and not sharing personal details.

Most professional boundaries are clear. However, there can sometimes be ‘grey areas’. When interacting with children and vulnerable adults, good judgement must be used, and it is important to think carefully about the potential implications and consequences of your behaviours. Professionals should be mindful of how their behaviours may be perceived by others. Even when actions come from a place of empathy or care, without consent and transparency with leadership and/or parents, they may still be viewed as a breach of professional boundaries.

If you are unsure whether a boundary may be at risk of being crossed, it can be helpful to ask yourself:

• Whose needs are being met by this interaction? Mine or the child’s?
• Am I treating this student/client differently to other students/ clients?
• Am I sharing information with this person because I think it will help the person or because I want them to like me?
• Would I behave the same way if a colleague was present?
• If another colleague behaved this way, would it raise concerns for me?
• Would I feel comfortable explaining this interaction at a staff meeting?
• Would I feel comfortable explaining this interaction to the child’s parents?

These questions can help us to pause, consider our actions, and remain appropriate and professional.

One on one interactions

Interactions with children should not occur in an isolated environment, where possible. If one on one work with a child is necessary, professionals should consider:

• Is it essential to meet with the child individually?
• Can the interaction occur in a visible or more open location?
• Has the interaction been authorised? With parents? With leadership?
• Is the meeting occurring during normal work hours?
• Is there any way the meeting length can be shortened?

It is important to be transparent about the interaction. This helps to protect both children and staff.

Where interactions are routinely one on one, e.g providing therapeutic or casework support, it is important to maintain good documentation about these interactions.

Speaking up about concerns

Professional boundaries play a critical role in creating a safe and respectful environment for all. When boundaries are crossed, the wellbeing of children and vulnerable adults is placed at risk.

If you believe you may have crossed a professional boundary, it is always best to speak with your leadership team. They can help you to reflect on the situation and identify any steps needed to ensure the safety and wellbeing of the child/adult and yourself.

Similarly, if you notice behaviour from a colleague that raises concerns, it is important to speak to your leadership team about this too. While many situations have innocent explanations, some may require further consideration and intervention to make sure everyone is safe. You do not need to determine whether the behaviour is crossing a boundary, simply ensure that you have shared your concerns.