📚 Student Safeguarding Procedures During Remote Teaching | 远程教学期间的学生安全保障流程怎么走
Remote teaching removes the physical campus but not the duty of care. Whether a lesson happens in Room 12 or in a video call at 8pm, the school or tutoring provider remains responsible for the learner's safety, wellbeing and data. This guide sets out a complete, auditable safeguarding flow for online delivery, from pre-session risk assessment to incident review.
远程教学移除了实体校园，却没有移除关怀责任。无论课程发生在 12 号教室还是晚上八点的视频通话中，学校或辅导机构对学习者的安全、福祉与数据依然负有同等责任。本文提供一套完整、可审计的线上教学安全保障流程，从课前风险评估一直到事件复盘。
1. Why Remote Teaching Needs a Dedicated Safeguarding Flow | 为什么远程教学需要专属安全保障流程
Three structural features make online delivery different from classroom delivery: the environment is invisible, the boundary between school and home is blurred, and the digital record can be created but also quietly deleted.
线上交付与课堂交付存在三个结构性差异：环境不可见、学校与家庭的边界模糊、数字记录既可被创建也可被悄悄删除。
An invisible environment means staff cannot see who else is in the room, cannot read body language in the corridor, and cannot intervene physically. Any procedure that assumes physical presence will fail online.
环境不可见意味着教职员无法看到房间里还有谁、无法读取走廊里的肢体语言、也无法进行物理干预。任何以"在场"为前提的流程，在线上都会失效。
- Uninvited third parties joining a session or observing off-camera | 未经邀请的第三方进入课堂或镜头外旁听
- Off-platform contact between adult and learner (private messaging apps, gaming platforms) | 成人与学习者脱离平台的私下联系（私人聊天软件、游戏平台）
- One-to-one power imbalance with no witness present | 一对一场合的权力不对等且无第三方见证
- Cyberbullying, harassment or grooming inside chat and breakout rooms | 聊天区与分组房间内的网络欺凌、骚扰或诱骗
- Disclosure of harm occurring at home while the learner is at home | 学习者在家期间披露家庭内发生的伤害
- Exposure of personal data, home addresses, background details or family circumstances | 个人数据、家庭住址、背景细节或家庭情况被暴露
- Safeguarding risk to the tutor as well as the student | 导师本人与学生同样面临安全风险
Risk Score = Likelihood (1-5) × Impact (1-5)
Use this multiplier whenever a session is planned, so that controls are proportionate rather than identical for every learner.
规划每一节课时都使用这一乘数，使管控措施与风险相称，而不是对所有学习者一刀切。
2. The Policy and Legal Baseline | 政策框架与法律基线
A safeguarding flow is only defensible if it sits inside written policy that explicitly covers online provision. A policy written for a physical campus does not automatically extend to a Zoom room.
安全保障流程只有在明确覆盖线上场景的书面政策之内才站得住脚。为实体校园撰写的政策并不会自动延伸到线上会议室。
In England, Keeping Children Safe in Education (KCSIE) and Working Together to Safeguard Children set the statutory expectation that safeguarding arrangements apply wherever learning takes place. In China, the Law on the Protection of Minors (2021 revision) and the Regulations on the Protection of Minors in Cyberspace (effective 1 January 2024) place parallel duties on schools, platforms and service providers. Data protection duties under UK GDPR, EU GDPR or the Personal Information Protection Law (PIPL) run alongside them.
在英格兰，《保障儿童教育安全》(KCSIE) 与《共同保障儿童安全》确立了"保护安排适用于一切学习场所"的法定预期。在中国，《未成年人保护法》（2021 年修订）与《未成年人网络保护条例》（2024 年 1 月 1 日施行）对学校、平台与服务提供者施加了类似的义务。英国 GDPR、欧盟 GDPR 或《个人信息保护法》(PIPL) 的数据保护义务与之并行。
| Document 文件 | Must explicitly state 必须明确写明 |
| Child protection / safeguarding policy 儿童保护政策 | That it applies to all online and blended provision; named DSL and deputies 适用于所有线上与混合模式；指定 DSL 与副手 |
| Online safety policy 网络安全政策 | Platform controls, acceptable use, reporting routes 平台管控、可接受使用、上报路径 |
| Staff code of conduct 教职员行为准则 | No off-platform contact, no personal devices, no home visits 禁止平台外联系、禁止私人设备、禁止家访 |
| Data protection / privacy notice 数据保护与隐私声明 | Lawful basis, retention period, recording consent 合法性基础、保存期限、录制同意 |
| Recorded-session consent form 课程录制同意书 | Purpose, storage, access rights, withdrawal route 目的、存储、访问权限、撤回方式 |
Every policy needs a named owner, a version number and a review date no more than twelve months away.
每份政策都需要明确责任人、版本号，以及不超过十二个月的复审日期。
3. Roles and Responsibilities: Who Owns Each Step | 职责划分：每一步谁负责
Safeguarding fails online when responsibility is assumed rather than assigned. Each step in the flow must have a named owner and a named deputy.
线上安全保障之所以失效，往往是因为责任被"默认"而非被"指派"。流程中的每一步都必须有具名负责人与具名代理人。
| Role 角色 | Core safeguarding duties 核心安全职责 |
| Governing body / owner 治理机构或负责人 | Annual policy approval, resourcing the DSL role, receiving termly reports 年度政策批准、为 DSL 岗位提供资源、每学期接收报告 |
| Head / Principal 校长或负责人 | Ensures the online flow is implemented; appoints the DSL 确保线上流程落地；任命 DSL |
| Designated Safeguarding Lead (DSL) 安全保障负责人 | Owns referrals, case records, escalation, liaison with statutory agencies 负责转介、个案记录、升级、与法定机构联络 |
| Deputy DSL 副 DSL | Covers the on-call rota; handles out-of-hours and timezone-remote incidents 承担值班轮班；处理非工作时段与跨时区事件 |
| Online tutor 线上导师 | Follows the session protocol; reports concerns the same day; logs attendance 遵守课程流程；当日上报问题；记录出勤 |
| Co-tutor / teaching assistant 协同导师或助教 | Provides the second adult for one-to-one sessions; monitors chat 在一对一课程中作为第二成年人；监控聊天区 |
| IT / platform administrator 技术或平台管理员 | Configures waiting rooms, permissions, logging and retention 配置等候室、权限、日志与留存 |
| Parent or carer 家长或监护人 | Confirms the learning environment; reports concerns; consents to recording 确认学习环境；反馈问题；同意录制 |
| Student 学生 | Knows the in-platform report button and the trusted adult route 知道平台内举报按钮与可信任成人渠道 |
The DSL must be contactable during every timetabled online session, including evening and weekend tutoring slots.
在每一个已排课的线上时段，包括晚间与周末辅导时段，都必须能联系到 DSL。
4. Pre-Session Risk Assessment | 课前风险评估
Risk assessment happens at two levels: a learner-level profile completed before the first session, and a session-level check completed before each booking.
风险评估分两个层级：首次授课前完成的学习者画像，以及每次预约前完成的课次检查。
Learner-level factors include age and developmental stage, special educational needs and disabilities, any prior safeguarding concern, the physical setting where the learner will join from, and who else is likely to be present.
学习者层面的因素包括年龄与发展阶段、特殊教育需求与残障情况、既往安全保障记录、学习者接入课程的实际场所，以及可能同时在场的其他人。
Session-level factors include the platform used, whether the session is recorded, the time of day, the session length, whether the tutor and learner are in different jurisdictions, and whether a second adult can be present.
课次层面的因素包括所用平台、是否录制、时段、课程时长、导师与学习者是否处于不同司法辖区，以及是否可以安排第二位成年人到场。
Low: 1-5 | Medium: 6-12 | High: 13-19 | Critical: 20-25
| Risk factor 风险因素 | Indicator 指标 | Required control 必需管控 |
| Learner under 13 学习者未满 13 岁 | Age on record 档案年龄 | Parent present or within earshot; sessions capped at 30-40 minutes 家长在场或可听见；单课时长不超过 30-40 分钟 |
| One-to-one delivery 一对一授课 | Class size = 1 班级人数为 1 | Recording by default or a second adult present 默认录制或有第二位成年人在场 |
| Prior safeguarding concern 既往安全问题 | Open or historical case 进行中或历史个案 | DSL sign-off before every session; enhanced monitoring 每次课次前需 DSL 签核；强化监控 |
| Unstable home environment 家庭环境不稳定 | Known safeguarding or welfare flag 已知安全或福利标记 | Check-in at session start and end; log all contact 课程开始与结束各一次确认；记录所有联系 |
| Cross-border delivery 跨境授课 | Different jurisdictions 不同司法辖区 | Documented referral route in the learner's country 明确记录学习者所在国的转介路径 |
5. Platform and Technical Controls | 平台与技术管控
Most online safeguarding incidents are prevented by configuration, not by vigilance. Set the controls before the first lesson and verify them each term.
绝大多数线上安全事件是靠配置而非靠警惕来预防的。请在首课前设定管控项，并在每学期核查一次。
- Enable a waiting room so no participant enters unverified | 开启等候室，确保未经核验者无法进入
- Restrict screen sharing to the host by default | 默认仅主持人可共享屏幕
- Disable private chat between participants; allow chat only to the host | 关闭参与者之间的私聊；仅允许向主持人发送消息
- Disable file transfer and remote control for all student accounts | 对所有学生账号关闭文件传输与远程控制
- Use unique, single-use meeting links rather than a permanent room ID | 使用唯一的一次性会议链接，而非长期固定的房间号
- Use single sign-on with multi-factor authentication for all staff | 所有教职员使用带多重验证的单点登录
- Prohibit personal accounts, personal email addresses and personal devices | 禁止使用个人账号、个人邮箱与私人设备
- Record only with documented consent, store encrypted, and watermark | 仅在书面同意下录制，加密存储，并加水印
- Strip metadata from shared materials and never display home addresses | 移除共享材料的元数据，绝不显示家庭住址
- Retain chat transcripts and attendance logs for the defined retention period | 在规定的保存期限内留存聊天记录与出勤日志
Apply data minimisation: collect only what is needed for safety, and delete it when the retention period expires.
贯彻数据最小化原则：只收集安全所需的信息，并在保存期限届满时删除。
6. The One-to-One Online Session Protocol | 线上一对一课程流程
One-to-one online sessions carry the highest residual risk because no peer group is present. The protocol below is mandatory, not advisory.
线上一对一课程因缺少同伴群体而具有最高的剩余风险。以下流程是强制性的，而非建议性的。
The default position is that every one-to-one session is recorded, with documented consent from the parent or carer and, where age-appropriate, the learner. If consent is refused, the session must instead run with a second adult present, or not at all.
默认立场是：每一次一对一课程都应录制，并取得家长或监护人的书面同意，在适龄情况下也取得学习者本人同意。若拒绝同意，则必须改为有第二位成年人在场，否则不予开课。
- Frame the camera on a neutral background; blur or virtual background is required | 镜头须对准中性背景；必须使用模糊或虚拟背景
- Professional attire at all times; no bed, no bedroom setting | 全程保持职业着装；不得在床上或卧室中授课
- No personal social media, gaming or messaging contact with learners or parents | 不得与学习者或家长建立私人社交、游戏或通讯联系
- No gifts, no money transfers, no personal favours | 不得赠送礼物、转账或提供私人帮助
- Never ask a learner to move to another platform or app | 绝不允许要求学习者切换到其他平台或应用
- Cap sessions for under-13s at 40 minutes with a break between sessions | 未满 13 岁单课时长上限 40 分钟，课间须休息
- End the session on time; do not extend informally | 按时结束课程；不得非正式延时
- Log every session: start time, end time, attendance, any concern | 记录每节课：开始时间、结束时间、出勤、任何问题
If a learner discloses harm, do not investigate. Listen, reassure, record verbatim and pass to the DSL the same day.
若学习者披露伤害，切勿自行调查。倾听、安抚、逐字记录，并在当日移交给 DSL。
7. Joining, Monitoring and Closing a Live Class | 进入、巡课与结束直播课
Structure every session into three phases with a named check in each phase. This turns safeguarding from a hope into a procedure.
把每节课划分为三个阶段，每个阶段都有具名检查动作。这样安全保障就从"期望"变成了"流程"。
The joining phase: admit students one by one from the waiting room, take the register, verify identity by voice or camera, and confirm who else is in the room. If an unknown participant appears, remove them and log it.
进入阶段：从等候室逐一放行学生、点名、通过声音或画面核验身份，并确认房间内是否还有其他人。若出现不明参与者，请将其移出并记录。
The monitoring phase: the DSL or deputy conducts unannounced spot checks, at least one per tutor per term and more frequently for high-risk cases. Chat transcripts are sampled. Breakout rooms are visited.
巡课阶段：DSL 或副手进行不预先通知的抽查，每位导师每学期至少一次，高风险个案则提高频率。抽查聊天记录、进入分组房间巡视。
The closing phase: confirm verbally that every student has left, close the room so no participant remains, check that no recording link is left active, and submit the attendance log.
结束阶段：口头确认每位学生都已离开、关闭房间以确保无人滞留、检查没有仍在生效的录制链接，并提交出勤日志。
- If a student does not arrive: attempt contact via the official channel, notify the parent, log it | 若学生未到：通过官方渠道联系，通知家长，并记录
- If a student appears distressed: stay calm, do not probe, open a concern record immediately after the session | 若学生情绪异常：保持冷静，不追问，课后立即建立问题记录
- If an unauthorised adult appears on camera: pause the lesson, ask them to leave, report | 若镜头中出现未经授权的成年人：暂停课程，请其离开，并上报
- If the connection is deliberately cut after a disclosure: treat as a live concern and escalate | 若在披露后连接被故意切断：视为实时风险并立即升级
8. Recognising and Reporting Concerns | 识别与上报安全问题
Staff need a memory aid they can apply under pressure. Use the five Rs: Receive, Reassure, Respond, Record, Report.
教职员需要一个在压力下仍能使用的记忆工具。请使用"五步法"：接收、安抚、回应、记录、上报。
Receive means listening without interrupting and without displaying shock. Reassure means telling the learner they have done the right thing. Respond means answering only what is asked, and never promising secrecy.
接收意味着不打断地倾听、不表现出震惊。安抚意味着告诉学习者他们做对了。回应意味着只回答被问到的内容，并且绝不承诺保密。
Never say: "This will stay
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