This study focuses on the discourse around sexuality in Children’s Homes (CH).

  Previous research on sexuality in CH primarily centered on children’s problematic sexual behaviors and has not sufficiently addressed the role of staff in nurturing children’s sexuality in their daily lives. This study aimed to comprehend the perspectives and responses of staff towards sexuality, covering a wider range of issues and analyzing emerging structures. To grasp the essence of sexuality, the study employed the conceptual framework of the ‘hidden curriculum’. Through participant observation and interviews, it became apparent that discussions about sexuality are filtered through various factors. These include the unique backgrounds and positions of children upon entering the CH, the awareness of staff regarding these factors, as well as their specific roles and the communal care within the institutional system. This filtration process may lead children to perceive sexuality as something that should conform to established norms, be avoided, or entail moments of hesitation and conflict, necessitating suppression. These perceptions serve as poignant reminders for children of their vulnerable positions, such as experiences of abuse or being collectively cared for by staff in a facility. This discourse heightens protectiveness and control, hindering the expression of diversity and individuality inherent in sexuality.

  A practice model for in-school support was developed through use of modified design and development (M-D&D) by Shibano (2002). This model focuses on problem prevention conducted by school social workers (SSWs) in collaboration with schools. In phase 1, interview surveys were conducted with ten SSWs, who had been systematically engaged in school support and case conferences with parents, and then a basic practice model was created based on the results of analysis. In phase 2, in cooperation with four of the SSWs participating in phase 1, the basic design of the practice model and procedure for creating a practice manual were explored after a working group discussion. Finally, the significance of practice model development, the SSWs’ perspective for in-school support in collaboration with schools, the significance of a practice manual for in-school support in which children and parents take part, and disseminating the practice model were considered.