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Winkel Landry

Resumo da Biografia Private School Abuse presents a wide-range of illegal and improper actions frequently perpetrated on students by school faculty members, administrators or staff involving sexual assault of varying degrees. The assault may be a one-time, non-consensual abuse or it can include numerous assaults during an continuing interaction. For example, an continuing intimate encounter with a student, created by the predatory actions of a faculty member, school administrator or staff and whether leading to physical agreed sex acts or not, is a form of abuse.

Student on student sexual assault is an additional form of abuse, which may be compounded by the school’s negligence to offer a safe environment that enabled the assault to happen. Within the school community are students of different ages, maturity and experiences. Younger students might be subjected to the predatory actions of older, more experienced students. Their intent, along with peer-pressure exerted to both the predator and the targeted victim, may lead to different forms of abuse including sexual assault of varying degrees.

In all reported Boarding School Abuse situations, a school administration’s failure to completely, adequately report the crime to police and other authorities, or its additional negligence to investigate, address and deal fully with the matter increases the effects on the abuse survivor, the school community and possibly others. Recent Boarding School Abuse issues reported in the press highlight these failures, including situations where the attacker quietly departs the campus only to assume employment somewhere else in a school environment.

Predatory Behavior
Many boarding schools pride themselves on their small, personal communities inside a well-defined and secure campus. In this environment, faculty, administrators and staff are frequently much closer and familiar with students than would be expected in a non-boarding school setting. This can create both opportunity and cover for the possible abuser and for the predatory behavior.

In some matters, the abuser might be a personable and popular individual, generally considered to be a enhancement to the school community. A targeted student could feel flattered that a well-liked superior in the school community has expressed special interest in him or her. Because of this popularity and involvement in the school community, abuse allegations against these predators are frequently met with doubt, disbelief, and resistance by the community. Frequesntly, abusers have distance and judgment problems which turn into oddly friendly relationships with students that are beyond what are commonly expected. This creates a predatory path and opportunity for the abuse.

Most abusers, to varying amounts, use predatory methods that are generally known as “grooming,” or targeting a possible abuse victim. Below is a compilation of grooming behaviors exhibited by predators who are in a position of authority in relation to the subordinate student.

Grooming is a significant part of a predator’s ploy. In a boarding school situation, a predator usually works closely with small amounts of students, understanding each student’s needs and vulnerabilities. Once a victim is identified and selected, these vulnerabilities – like being lonely, low self-esteem, emotional neediness, or attention seeking behavior, may be systematically leveraged in the following manners:


A predator will first work to get the student’s trust. This step is the most difficult to discern as private school communities are usually tight-knit and personal interaction is commonplace. Here, the predator is likely part of a group of staff who are genuinely interested in the student’s wellness and achievement at the school.
As a predator establishes a trusting relationship with the potential student-victim, the student will start to count on more and more on the predator for whatever need it is that the predator is exploiting and fulfilling. The student will spend more time with the predator, feeling more and more comfortable with the relationship. In addition to attention and kindness, the possible victim may receive gifts from the predator, which may include valuable, presents such as the promise of higher marks, or a college recommendation letter. The reliance step is mainly where the predatory behavior is noticeable from well-meaning collegial behavior.


As the grooming progresses, the predator might work to isolate the student. At school, this could mean after-hour meetings, tutoring sessions, meetings in the dorm , one-on-one athletic practice sessions, or other such circumstances.
The predator will begin to desensitize the possible victim from reacting negatively to contact, caressing and other actions which lead to sexual interaction. This might begin with breaching the physical-touch barrier, or speaking, with suggestive messages to gauge the victim’s reaction to the progression. This could increase until the relationship transforms to one of a physical, sexual nature.
Once the sexual relationship is created, the predator may try to maintain control over the student and the continuing interaction. The predator will probably seek to manipulate the victim by introducing emotions of shame, or possibly threats, or use the opposite strategy of continuing to make the victim feel special and desired. In any event, the predator may keep trying to exploit the victim with means available to maintain the inappropriate physical relationship.

Legacy on Abuse Victims

When the grooming escalates as intended by the predator, the victim, being made to feel special, will likely respond positively to the actions. The predator, from these well-thought-out and performed grooming behaviors and activities, seeks to re-work and remove the moral confines of the victim. Since the victim participated in the re-calibration, he frequently experiences deep feelings of shame, initially blaming herself for the incident and likely not to report it.

Furthermore, after the abuse has been reported, survivors of private school abuse are frequently exposed to discreet social pressure and intimidation, like being bullied, alienation from their peers, or retaliation from staff. Especially at abused at boarding school , where academics are stringent, competition can be fierce and social circles small, survivors of abuse may be quickly isolated and socially abused. Subjected to such reactions, many boarding school abuse survivors that have reported the abuse leave school. Others, fighting with the prospect of such isolation and social abuse, report the abuse a while later. In either case, the impact can be significant and life-altering.

Some abuse survivors deal with from long-term effects of the abuse including depression, anxiety, post-traumatic stress, low self-esteem, suicidal thoughts, substance abuse, disturbed sleeping and eating patterns, and trouble creating and maintaining healthy relationships. Individualized therapy and support groups could help survivors get past those effects.

Legally, a survivor of boarding school abuse could recover financial compensation from the abuser and more frequently, from the school for its negligence to protect the student from the predator, as well as failures or negligence in its method of reviewing and replying to the victim’s report of the abuse. If you are a survivor of boarding school abuse and would like to confidentially review your story and learn of your legal options at no cost or obligation, we are prepared to talk with you. It is important for a victim to realize that experiencing assault is not your fault. The attorneys at Meneo Law Group are committed to bringing those who committed the the abuse to justice.