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Private School Abuse presents a range of criminal and lurid actions often perpetrated against students by school faculty members, administrators or employees regarding sexual assault of varying degrees. The attack may be a one-time, non-consensual encounter or it can involve several assaults within an ongoing interaction. For example, an ongoing intimate relationship with a student, formed by the predatory behavior of a faculty member, school administrator or employee 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 provide a safe environment that allowed the assault to happen. Inside the school community are students of varying ages, maturity and experiences. Immature students may be exposed to the predatory behavior of older, more experienced students. Their intent, coupled with peer-pressure applied to both the attacker and the targeted victim, may lead to varying forms of abuse including sexual assault of varying degrees.

In all alleged Boarding School Assault matters, a school administration’s megligence to entirely, immediately report the crime to law enforcement and other authorities, or its further negligence to research, address and deal completely with the matter amplifies the effects on the victim, the school community and potentially others. Recent Boarding School Abuse cases reported in the media highlight these failures, including matters when the attacker quietly departs the campus merely to assume working elsewhere in a school environment.

Predatory Behavior
Most private schools pride themselves on their small, personal communities inside a well-defined and secure campus. In this environment, faculty, administrators and staff are often much nearer and familiar with students than might be expected in a non-boarding school situation. This may create both opportunity and cover for the would-be abuser and for the predatory behavior.

In some matters, the attacker may be a personable and popular person, generally considered to be a positive addition to the school community. A targeted victim might feel flattered that a well-liked superior in the school community has expressed special attention in him or her. Because of this popularity and integration in the school community, abuse allegations against these attackers are frequently met with distrust, non-belief, and resistance by the community. Frequesntly, abusers have distance and judgment issues which manifest themselves in oddly friendly relationships with students that are past what are commonly anticipated. This creates a predatory path and opportunity for the attack.

All abusers, to differing amounts, employ predatory tactics that are generally known as “grooming,” or targeting a potential abuse victim. Below is a compilation of grooming behaviors used by predators who are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a significant part of a predator’s ploy. In a boarding school setting, a predator usually works closely with small amounts of students, knowing every student’s needs and weaknesses. Once a victim is located and chosen, these vulnerabilities – like loneliness, low self-esteem, emotional neediness, or attention seeking behavior, may be systematically leveraged in the following ways:

Trust

A predator will first work to get the student’s trust. This step is most difficult to discern as boarding school communities are usually tight-knit and personal engagement is commonplace. Here, the predator is likely part of a group of staff who are genuinely interested in the student’s wellbeing and achievement at the school.
Reliance
As a predator creates a trusting relationship with the potential student-victim, the student might begin to rely more and more on the predator for any need it is that the predator is leveraging and fulfilling. The student will spend more time with the predator, feeling more comfortable with the relationship. Additionally to attention and affection, the possible victim may receive gifts from the predator, including valuable, presents such as the promise of high grades, or a university recommendation letter. The reliance stage is usually where the predatory behavior is distinguishable from well-meaning collegial behavior.

Isolation

As the grooming progresses, the predator may try to isolate the potential victim. At school, this may mean after-hour meetings, tutoring sessions, meetings in the dormitory , one-on-one sports training sessions, or various other such circumstances.
Sexualization
The predator will start to de-sensitize the student from reacting negatively to contact, caressing and other behaviors which lead to sexual interaction. This could begin with breaching the physical-touch barrier, or communicating, with suggestive messages to determine the victim’s reaction to the advancement. This might escalate until the relationship transforms to one of a physical, sexual nature.
Maintenance
Once the sexual relationship is created, the predator may work to keep control over the victim and the continuing interaction. The predator will likely seek to manipulate the student by introducing emotions of shame, or even threats, or employ the opposite tactic of continuing to have the victim feel special and desired. Regardless, the predator may continue to exploit the victim by whatever means available to maintain the immoral physical relationship.

abused at boarding school on Abuse Victims

While the grooming increases as planned by the predator, the targeted student, being made to feel special, will probably respond positively to the behaviors. The predator, from these well-thought-out and performed grooming behaviors and activities, tries to re-work and remove the moral boundaries of the targeted student. Because the abuse survivor participated in this re-calibration, she often experiences deep feelings of shame, initially blaming himself for the incident and hesitant to report it.

Additionally, after the abuse has been reported, victims of private school abuse are often subjected to discreet social pressure and intimidation, like being bullied, isolation from their peers, or retaliation from teachers. Particularly at boarding schools, where education is stringent, competition can be fierce and social circles small, victims of abuse could be readily isolated and socially abused. Exposed to such reactions, many boarding school abuse victims who have revealed the abuse leave school. Others, faced with the prospect of the isolation and social persecution, report the abuse decades later. In either case, the impact can be significant and life-altering.

Some abuse survivors deal with from long-term effects of the abuse that include depression, anxiety, post-traumatic stress, low self-esteem, suicidal feelings, substance abuse, restless sleeping and eating patterns, and trouble establishing and keeping healthy relationships. Individual therapy and support groups could assist survivors overcome those effects.

Legally, a victim of boarding school abuse may receive financial compensation from the predator and more frequently, from the school for its failure to protect the student from the abuse, as well as failures or negligence in its process of reviewing and responding to the victim’s report of the abuse. If you are a survivor of boarding school abuse and would like to confidentially discuss your story and learn of your legal options at no cost or obligation, we are prepared to speak with you. It’s important for a victim to remember that being a victim is not your fault. The attorneys at Meneo Law Group are committed to bringing those who committed the the assault to justice.

Boarding School Abuse illustrates a series of criminal and improper acts frequently committed against students by school faculty members, administrators or staff involving sexual assault of varying degrees. The attack might be a one-time, non-consensual abuse or it can involve numerous assaults within an ongoing interaction. For example, an ongoing intimate encounter with a student, created by the predatory actions of a faculty member, school administrator or employee and whether heading to physical consensual sex acts or not, is a form of abuse.

Student-on-student sexual assault is another type of abuse, that may be made worse by the school’s negligence to offer a safe environment that allowed the attack to happen. Inside the school population are students of varying ages, maturity and experiences. Younger students might be exposed to the predatory behavior of older, more experienced students. This behavior, coupled with peer-pressure applied to both the attacker and the targeted victim, can lead to different types of abuse including sexual assault of varying degrees.

In all alleged Boarding School Assault matters, a school administration’s megligence to entirely, immediately report the assault to law enforcement and other authorities, or its further negligence to research, address and deal fully with the situation increases the effects on the victim, the school community and possibly others. Recent Boarding School Abuse issues reported in the press highlight these failures, including matters where the attacker quietly leaves the campus merely to assume working somewhere else in a school environment.

Predatory Behavior
Most boarding schools pride themselves on their small, personal communities inside a well-defined and secure campus. In that environment, faculty, administrators and staff are frequently much nearer and familiar with students than would be expected in a non-boarding school situation. This could provide both opportunity and cover for the would-be abuser and for the predatory behavior.

In some matters, the attacker might be a likeable and popular person, generally considered to be a positive addition to the school community. A targeted victim could feel flattered that a well-liked superior in the school community is expressing special attention in him or her. Because of this popularity and involvement in the school community, abuse allegations against these abusers are frequently met with distrust, non-belief, and resistance by the community. Frequesntly, abusers have distance and judgment problems which manifest themselves in oddly friendly relationships with students that are beyond what are normally anticipated. This creates a predatory pathway and opportunity for the attack.

Most abusers, to differing degrees, use predatory tactics that are generally referred to as “grooming,” or targeting a potential abuse victim. Below is a compilation of grooming methods used by predators who are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a major part of a predator’s ploy. In a boarding school setting, a predator usually works closely with small amounts of students, realizing each student’s needs and weaknesses. Once a target is located and chosen, these vulnerabilities – such as loneliness, low self-esteem, emotional neediness, or attention seeking behavior, may be systematically exploited in the following ways:

Trust

A predator might initially work to gain the student’s trust. This step is most difficult to see as boarding school communities are often tight-knit and personal interaction is commonplace. Here, the attacker is likely part of a group of staff who are genuinely interested in the student’s wellness and success at the school.
Reliance
As a predator establishes a trusting engagement 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 leveraging and fulfilling. The student will spend more time with the predator, feeling increasingly comfortable with the relationship. Additionally to attention and kindness, the potential victim may receive gifts from the predator, which may include valuable, presents like the promise of high grades, or a college recommendation letter. The reliance step is usually where the predatory behavior is noticeable from well-meaning collegial behavior.

Isolation

As the grooming progresses, the predator will work to isolate the potential victim. At school, this could mean after-hour meetings, tutoring sessions, encounters in the dormitory , one-on-one athletic practice sessions, or various other such circumstances.
Sexualization
The predator will begin to de-sensitize the student from reacting negatively to touching, caressing and other behaviors that lead to sexual interaction. This might start with breaching the physical-touch barrier, or verbally, with suggestive language to determine the victim’s reaction to the advancement. This might increase until the relationship advances to one of a physical, sexual nature.
abuse in boarding school
Once the sexual relationship is established, the predator may try to maintain control over the student and the continuing abuse. The predator will probably try to manipulate the victim by introducing feelings of guilt, or even threats, or employ the opposite strategy of continuing to make the victim feel special and desired. In any event, the predator will continue to exploit the victim by whatever means necessary to keep the inappropriate physical relationship.

Impacts on Abuse Survivors

While the grooming increases as intended by the predator, the victim, being made to feel special, will likely respond affirmatively to the behaviors. The predator, from these well planned and performed grooming behaviors and activities, seeks to re-calibrate and remove the moral boundaries of the victim. Because the abuse survivor participated in the re-calibration, he frequently has deep feelings of shame, initially blaming himself for the incident and hesitant to report it.

Furthermore, beyond the abuse has been revealed, victims of private school abuse are often subjected to discreet social pressure and intimidation, such as bullying, alienation from their peers, or retaliation from administrators. Especially at private schools, where education is rigorous, competition can be fierce and social circles small, survivors of abuse may be rapidly isolated and socially persecuted. Subjected to such reactions, many private school abuse victims that have reported the abuse leave school. Others, fighting with the prospect of such isolation and social persecution, report the abuse decades later. In either situation, the legacy can be significant and life-altering.

Some abuse survivors deal with from long-term effects of the abuse that include depression, anxiety, ptsd, low self-esteem, suicidal feelings, substance abuse, disturbed sleeping and eating patterns, and trouble creating and keeping healthy relationships. Individual therapy and support groups could help victims get past those effects.

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

Private School Abuse illustrates a range of illegal and improper acts frequently committed against students by school faculty members, administrators or staff regarding sexual assault of varying degrees. The assault might be a one-time, non-consensual attack or it may involve numerous assaults during an continuing interaction. For example, an ongoing intimate encounter with a student, spawned by the predatory behavior of a faculty member, school administrator or staff and whether heading to physical agreed sex acts or not, is a form of abuse.

Student-on-student sexual assault is another type of abuse, that might be compounded by the school’s failure to offer a safe environment that enabled the attack to happen. Within the school community are students of varying ages, maturity and experiences. Younger students might be exposed to the predatory actions of older, more mature students. Their actions, along with peer-pressure exerted on both the attacker and the targeted victim, can lead to different types of abuse including sexual assault of varying degrees.

In all alleged Boarding School Assault matters, a school administration’s failure to completely, adequately report the crime to law enforcement and other authorities, or its further negligence to research, address and deal fully with the situation amplifies the effects on the victim, the school community and potentially others. Recent Boarding School Abuse issues reported in the press highlight these failures, including times where the perpetrator quietly departs the campus only to assume employment elsewhere in a school environment.

Predatory Behavior
Most boarding schools pride themselves on their small, personal communities within a well-defined and safe campus. In this environment, faculty, administrators and staff are frequently much closer and familiar with students than might be expected in a non-boarding school situation. This may provide both opportunity and cover for the would-be attacker and for the predatory behavior.

In some situations, the attacker may be a likeable and popular person, generally considered to be a positive addition to the school community. A targeted student could feel flattered that a popular superior in the school community is expressing special attention in him or her. Because of this popularity and involvement in the school community, attack allegations against these abusers are often met with distrust, non-belief, and resistance by the community. Frequesntly, abusers have boundary and morality issues which turn into oddly friendly relationships with students that are beyond what are commonly expected. This creates a predatory pathway and opportunity for the attack.

Most abusers, to differing degrees, employ predatory tactics that are generally known as “grooming,” or targeting a possible abuse victim. Following is a list of grooming behaviors used by predators that are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a significant part of a predator’s ploy. In a boarding school setting, a predator usually works closely with small numbers of students, realizing every student’s needs and weaknesses. Once a victim is identified and selected, these vulnerabilities – such as loneliness, low self-esteem, emotional neediness, or attention seeking behavior, may be systematically exploited in the following manners:

Trust

A predator might initially work to get the student’s trust. This step is most difficult to discern as private school communities are often tight-knit and personal engagement 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.
Reliance
As a predator establishes a trusting relationship with the potential student-victim, the student might begin to rely more and more on the predator for whatever need it is that the predator is leveraging and fulfilling. The student might spend more time with the predator, feeling more and more comfortable with the relationship. In addition to attention and kindness, the potential victim might receive gifts from the predator, including valuable, gifts like the promise of high grades, or a college recommendation letter. The reliance step is mainly when the predatory behavior is distinguishable from well-meaning collegial behavior.

Isolation

While the grooming progresses, the predator may try to isolate the potential victim. At school, this may mean after-hour meetings, tutoring sessions, encounters in the dormitory , one-on-one sports training sessions, or other such circumstances.
Sexualization
The predator will begin to de-sensitize the possible victim from reacting negatively to touching, caressing and other actions which lead to sexual interaction. This may begin with breaching the physical-touch barrier, or verbally, with suggestive language to gauge the victim’s reaction to the progression. This might increase until the relationship transforms to one of a physical, sexual nature.
Maintenance
Once the sexual relationship is created, the predator will work to maintain control of the victim and the continuing abuse. The predator will likely seek to manipulate the victim by inducing emotions of shame, or possibly threats, or use the opposite strategy of continuing to have 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.

Impacts on Abuse Victims

When the grooming increases as intended by the predator, the targeted student, being made to feel special, will probably respond affirmatively to the actions. The predator, from these well planned and executed grooming behaviors and activities, seeks to re-work and reduce the moral confines of the targeted student. Because the abuse survivor participated in the re-calibration, she frequently has deep feelings of guilt, initially blaming himself for the incident and likely not to report it.

Additionally, beyond the abuse has been reported, victims of private school abuse are often exposed to discreet social pressure and intimidation, like being bullied, alienation from their peers, or revenge from administrators. Particularly at private schools, where education is rigorous, competition can be intense and social circles small, survivors of abuse can be rapidly isolated and socially abused. Subjected to those reactions, many private school abuse survivors who have reported the abuse leave school. Others, fighting with the prospect of the isolation and social persecution, report the abuse a while later. In either situation, the impact can be severe and lasting.

Some abuse victims suffer from long-term effects of the abuse including depression, anxiety, ptsd, low self-esteem, suicidal feelings, substance abuse, disturbed sleeping and eating patterns, and trouble creating and keeping healthy relationships. Individual therapy and support groups can assist survivors overcome these effects.

Legally, a victim of boarding school abuse could recover financial compensation from the predator and more commonly, 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 responding 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’s important for a survivor to realize that experiencing assault is not your fault. The attorneys at Meneo Law Group are committed to bringing those who committed the the assault to justice.

Boarding School Abuse illustrates a range of criminal and lurid actions often committed on students by school faculty members, administrators or employees involving sexual assault of varying degrees. The assault can be a one-time, non-consensual encounter or it can involve numerous assaults during an continuing interaction. For example, an ongoing intimate encounter with a student, formed by the predatory actions of a faculty member, school administrator or employee and whether leading to physical consensual sex acts or not, is a form of abuse.

Student on student sexual assault is another type of abuse, which may be compounded by the school’s negligence to offer a safe environment that allowed the attack to occur. Within the school community are students of varying ages, maturity and experiences. Younger students might be subjected to the predatory actions of older, more mature students. Their intent, coupled with peer-pressure applied on both the attacker and the targeted victim, might lead to varying forms of abuse including sexual assault of varying degrees.

In all alleged Boarding School Abuse matters, a school administration’s failure to entirely, immediately report the crime to police and other authorities, or its additional failure to research, address and deal completely with the situation amplifies the effects on the victim, the school community and potentially others. Recent Boarding School Abuse issues reported in the media exemplify these failures, including times where the attacker quietly departs the campus only to assume working somewhere else in a school environment.

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

In some situations, the abuser might be a likeable and popular individual, generally considered to be a enhancement to the school community. A targeted victim could feel flattered that a well-liked superior in the school community is expressing special interest in him or her. Because of this popularity and involvement into the school community, attack allegations against these predators are often met with doubt, disbelief, and resistance by the community. Often, abusers have boundary and judgment issues which turn into oddly friendly relationships with students that are past what are normally expected. This creates a predatory pathway and opportunity for the abuse.

All abusers, to varying degrees, use predatory tactics that are generally known as “grooming,” or targeting a potential abuse victim. Below is a list of grooming behaviors used by predators that are in a position of authority in relation to the student.

Grooming
Grooming is a major part of a predator’s ploy. In a boarding school setting, a predator often works closely with small amounts of students, realizing every student’s needs and vulnerabilities. Once a target is located and selected, these vulnerabilities – such as loneliness, low self-esteem, emotional neediness, or attention seeking behavior, can be systematically leveraged in the following ways:

Trust

A predator could initially work to gain the student’s trust. This step is the most difficult to discern as boarding school communities are often tight-knit and personal engagement is commonplace. Here, the predator is likely part of a group of staff who are genuinely interested in the student’s wellbeing and achievement at the school.
Reliance
As a predator establishes a trusting relationship with the potential student-victim, the student will begin to rely more and more on the predator for any need it is that the predator is exploiting and fulfilling. The victim will spend more time with the predator, feeling more and more comfortable with the relationship. In addition to attention and affection, the potential victim may receive gifts from the predator, which may include valuable, gifts such as the promise of high marks, or a university recommendation letter. The reliance step is mainly where the predatory behavior is noticeable from well-meaning collegial behavior.

Isolation

As the grooming continues, the predator might try to isolate the student. At school, this may mean late meetings, tutoring sessions, meetings in the dormitory , one-on-one athletic training sessions, or various other such circumstances.
Sexualization
The predator will start to de-sensitize the possible victim from reacting negatively to contact, caressing and other actions that lead to sexual interaction. This could begin with breaching the physical-touch barrier, or communicating, with suggestive language to gauge the victim’s reaction to the progression. This could escalate until the relationship advances to one of a physical, sexual nature.
Maintenance
As the sexual relationship is established, the predator may try to keep control of the victim and the continuing interaction. The predator will probably try to manipulate the student by introducing emotions of guilt, or even 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 necessary to keep the inappropriate physical relationship.

abused at boarding school on Abuse Survivors

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

Furthermore, after the abuse has been revealed, survivors of boarding school abuse are frequently exposed to discreet social pressure and intimidation, like being bullied, isolation from their peers, or retaliation from staff. Particularly at boarding schools, where academics are rigorous, competition can be intense and social circles small, victims of abuse might be rapidly isolated and socially abused. Subjected to those reactions, many boarding school abuse survivors who have reported the abuse leave school. Others, faced with the prospect of the isolation and social persecution, report the abuse decades later. In either case, the legacy can be severe and lasting.

Some abuse survivors bear from long-term effects of the abuse that include depression, anxiety, ptsd, low self-esteem, suicidal feelings, substance abuse, restless sleeping and eating patterns, and difficulty creating and keeping healthy relationships. Individual therapy and support groups can assist victims get past those effects.

Legally, a victim of boarding school abuse can win financial compensation from the predator and more frequently, from the school for its failure to protect the student from the predator, as well as failures or negligence in its process of reviewing and responding 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 speak with you. It is important for a survivor to remember that being a victim is not your fault. The attorneys at Meneo Law Group are committed to bringing those who committed the the assault to justice.

Boarding School Abuse illustrates a wide-range of criminal and improper activities often perpetrated on students by school faculty members, administrators or employees involving sexual assault of varying degrees. The assault can be a one-time, non-consensual attack or it may involve many assaults during an continuing interaction. For example, an ongoing intimate relationship with a student, spawned by the predatory actions of a faculty member, school administrator or staff and whether heading to physical agreed sex acts or not, is a form of abuse.

Student-on-student sexual assault is an additional form of abuse, which might be compounded by the school’s failure to provide a safe environment that allowed the assault to occur. Inside the school community are students of varying ages, maturity and experiences. Younger students may be exposed to the predatory behavior of older, more experienced students. Their behavior, coupled with peer-pressure exerted on both the attacker and the targeted victim, might lead to different types of abuse that includes sexual assault of varying degrees.

In all reported Boarding School Assault matters, a school administration’s megligence to entirely, immediately report the crime to police and other authorities, or its additional negligence to research, address and deal completely with the situation increases the effects on the abuse survivor, the school population and possibly others. Recent Boarding School Abuse cases reported in the media highlight these failures, including situations where the attacker quietly departs the school merely to assume employment somewhere else in a school environment.

Predatory Behavior
Most boarding schools pride themselves on their small, personal communities inside a well-defined and safe campus. In that environment, faculty, administrators and staff are often much nearer and familiar with students than would be expected in a non-boarding school situation. This could provide both opportunity and cover to the possible attacker and for the predatory behavior.

In some situations, the abuser may be a likeable and popular individual, generally thought to be a positive addition to the school community. A targeted student could feel flattered that a well-liked superior in the school community has expressed special attention in him or her. Because of this popularity and involvement into the school community, abuse allegations against these abusers are often met with doubt, non-belief, and resistance from 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 provides a predatory path and opportunity for the abuse.

All abusers, to differing degrees, employ predatory actions that are generally known as “grooming,” or targeting a possible abuse victim. Following is a list of grooming methods used by predators that are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a major part of a predator’s method. In a boarding school situation, a predator often works closely with small numbers of students, understanding each student’s needs and weaknesses. Once a target is identified and selected, these vulnerabilities – such as being lonely, low self-esteem, emotional neediness, or attention seeking behavior, may be systematically leveraged in the following manners:

Trust

A predator could initially work to get the student’s trust. This step is most difficult to realize as private school communities are often tight-knit and personal interaction is commonplace. Here, the predator is usually part of a group of staff who are genuinely interested in the student’s wellbeing and achievement at the school.
Reliance
As a predator creates a trusting engagement with the potential student-victim, the student might start to count on more and more on the predator for any need it is that the predator is exploiting and fulfilling. The student may spend more time with the predator, feeling more comfortable with the relationship. Additionally to attention and kindness, the potential victim may receive gifts from the predator, including valuable, gifts such as the promise of higher grades, or a university recommendation letter. The reliance step is mainly when the predatory behavior is noticeable from well-meaning collegial behavior.

Isolation

While the grooming continues, the predator might try to isolate the student. At school, this might mean late get togethers, tutoring sessions, encounters in the dorm , one-on-one athletic training sessions, or other such circumstances.
Sexualization
The predator will begin to de-sensitize the student from reacting negatively to touching, caressing and other behaviors which lead to sexual interaction. This may start with breaking the physical-touch barrier, or communicating, with suggestive messages to gauge the victim’s reaction to the advancement. This might increase until the relationship transforms to one of a physical, sexual nature.
Maintenance
Once the sexual relationship is established, the predator will try to keep control over the student and the continuing abuse. The predator will probably seek to manipulate the student by introducing feelings of shame, or even threats, or use the opposite strategy of continuing to make the victim feel special and desired. Regardless, the predator may continue to exploit the victim by whatever means available to maintain the immoral physical relationship.

Impacts on Abuse Survivors

While the grooming escalates as intended by the predator, the targeted student, being made to feel special, will likely respond positively to the actions. The predator, from these well planned and performed grooming behaviors and activities, seeks to re-calibrate and remove the moral boundaries of the targeted student. Because the abuse survivor participated in the re-calibration, she often has deep feelings of guilt, initially blaming himself for the incident and likely not to report it.

Furthermore, after the abuse has been reported, victims of boarding school abuse are often exposed to discreet social pressure and intimidation, such as bullying, isolation from their peers, or retaliation from teachers. Especially at private schools, where education is stringent, competition can be intense and social circles small, survivors of abuse could be quickly isolated and socially persecuted. Subjected to those reactions, many private school abuse survivors that have reported the abuse leave school. Others, faced with the prospect of such isolation and social abuse, report the abuse a while later. In either situation, the legacy can be significant and life-altering.

Some abuse victims deal with from long-term effects of the abuse that include depression, anxiety, ptsd, low self-esteem, suicidal thoughts, substance abuse, restless sleeping and eating patterns, and trouble creating and keeping healthy relationships. Individual therapy and support groups might assist survivors get past those effects.

Legally, a survivor of boarding school abuse can win financial compensation from the abuser and more commonly, 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 share your story and learn of your legal options at no cost or obligation, we are ready to talk with you. It’s important for a survivor to realize that being a victim is not your fault. The attorneys at Meneo Law Group are committed to bringing those responsible for the assault to justice.

Boarding School Abuse denotes a wide-range of criminal and improper actions frequently committed on students by school faculty members, administrators or staff regarding sexual assault of varying degrees. The assault might be a one-time, non-consensual attack or it may involve several assaults during an ongoing interaction. For example, an ongoing intimate encounter with a student, formed by the predatory behavior of a faculty member, school administrator or staff and whether heading to physical consensual sex acts or not, is a form of abuse.

Student-on-student sexual assault is an additional form of abuse, which can be compounded by the school’s failure to offer a safe environment that enabled the attack to occur. Within the school community are students of different ages, maturity and experiences. Immature students may be subjected to the predatory actions of older, more experienced students. This actions, coupled with peer-pressure applied to both the predator and the targeted victim, could lead to different forms of abuse that includes sexual assault of varying degrees.

In all alleged Boarding School Abuse matters, a school administration’s failure to entirely, adequately report the crime to law enforcement and other authorities, or its additional failure to investigate, address and deal completely with the matter amplifies the effects on the victim, the school community and potentially others. Recent Boarding School Abuse cases reported in the media highlight these failures, including times where the perpetrator quietly departs the campus merely to assume employment somewhere else in a school environment.

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

In some matters, the attacker may be a likeable and popular person, generally considered to be a positive addition to the school community. A targeted victim may feel flattered that a well-liked superior in the school community is expressing special interest in him or her. Because of this popularity and integration in the school community, attack allegations against these criminals are frequently met with doubt, non-belief, and resistance by the community. Frequesntly, abusers have boundary and judgment problems which manifest themselves in unusually friendly relationships with students that are beyond what are commonly expected. This provides a predatory pathway and opportunity for the abuse.

All abusers, to differing amounts, use predatory actions that are generally known as “grooming,” or targeting a possible abuse victim. Below is a list of grooming behaviors exhibited by predators that are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a main part of a predator’s method. In a boarding school situation, a predator often works closely with small numbers of students, realizing every student’s needs and vulnerabilities. Once a target is located and selected, these vulnerabilities – such as loneliness, low self-esteem, emotional neediness, or attention seeking behavior, may be systematically exploited in the following manners:

Trust

A predator could first work to get the student’s trust. This step is the most difficult to see as boarding school communities are often tight-knit and personal engagement is commonplace. Here, the predator is likely part of a group of staff who are genuinely interested in the student’s wellness and success at the school.
Reliance
As a predator establishes a trusting relationship with the potential student-victim, the student might start to count on more and more on the predator for any need it is that the predator is leveraging and fulfilling. The victim might spend more time with the predator, feeling more and more comfortable with the relationship. In abused at boarding school to attention and affection, the possible victim might receive gifts from the predator, which may include valuable, gifts like the promise of high marks, or a university recommendation letter. The reliance step is usually when the predatory behavior is distinguishable from well-meaning collegial behavior.

Isolation

While the grooming progresses, the predator will work to isolate the student. At school, this might mean after-hour get togethers, tutoring sessions, encounters in the dorm , one-on-one athletic practice sessions, or various other such circumstances.
Sexualization
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 start with breaching the physical-touch barrier, or communicating, with suggestive messages to gauge the victim’s response to the progression. This will escalate until the relationship advances to one of a physical, sexual nature.
Maintenance
As the sexual relationship is created, the predator will work to maintain control over the student and the continuing interaction. The predator will probably seek to manipulate the student by inducing emotions of shame, or possibly threats, or use the opposite tactic of continuing to make the victim feel special and desired. Regardless, the predator will continue to exploit the victim by whatever means available to keep the immoral physical relationship.

Impacts on Abuse Survivors

While the grooming increases as intended by the predator, the victim, being made to feel special, will likely respond affirmatively to the actions. The predator, from these well-thought-out and performed grooming behaviors and activities, tries to re-work and remove the moral boundaries of the targeted student. Because the victim participated in the re-calibration, he frequently experiences deep feelings of guilt, initially blaming himself for the incident and hesitant to report it.

Furthermore, beyond the abuse has been reported, victims of private school abuse are frequently exposed to discreet social pressure and intimidation, such as bullying, isolation from their peers, or revenge from administrators. Particularly at boarding schools, where academics are rigorous, competition can be intense and social circles small, survivors of abuse could be rapidly isolated and socially abused. Subjected to such reactions, many private school abuse victims who have reported the abuse leave school. Others, fighting with the prospect of the isolation and social abuse, report the abuse a while later. In either situation, the impact can be severe and life-altering.

Some abuse victims bear from long-term effects of the abuse that include depression, anxiety, ptsd, low self-esteem, suicidal thoughts, substance abuse, disturbed sleeping and eating patterns, and difficulty creating and maintaining healthy relationships. Individualized therapy and support groups may help survivors get past those effects.

Legally, a survivor of boarding school abuse may receive financial compensation from the predator and more commonly, from the school for its negligence to protect the student from the abuse, as well as failures or negligence in its process 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 speak with you. It’s important for a victim to realize that being a victim is not your fault. The lawyers at Meneo Law Group are committed to bringing those responsible for the abuse to justice.

Boarding School Abuse denotes a wide-range of illegal and improper acts frequently committed against students by school faculty members, administrators or staff regarding sexual assault of varying degrees. The assault can be a one-time, non-consensual encounter or it can include several assaults during an ongoing interaction. For example, an ongoing intimate encounter with a student, formed by the predatory behavior of a faculty member, school administrator or employee and whether leading to physical consensual sex acts or not, is a form of abuse.

Student-on-student sexual assault is another type of abuse, which can be compounded by the school’s failure to offer a safe environment that allowed the attack to happen. Inside the school community are students of different ages, maturity and experiences. Immature students might be subjected to the predatory actions of older, more experienced students. Their intent, along with peer-pressure applied to both the predator and the targeted victim, might lead to different types of abuse that includes sexual assault of varying degrees.

In all reported Boarding School Abuse situations, a school administration’s megligence to fully, immediately report the assault to law enforcement and other authorities, or its further failure to investigate, address and deal fully with the matter increases the effects on the victim, the school population and potentially others. Recent Boarding School Abuse issues reported in the media exemplify these failures, including matters when the attacker quietly leaves the school only to assume employment somewhere else in a school environment.

Predatory Behavior
Most private schools pride themselves on their small, personal communities within a well-defined and safe campus. In that environment, faculty, administrators and staff are often much nearer and familiar with students than would be expected in a non-boarding school situation. This can provide both opportunity and cover for the possible abuser and for the predatory behavior.

In some situations, the attacker might be a likeable and popular person, generally thought to be a positive addition to the school community. A targeted victim might feel flattered that a popular superior in the school community is expressing special attention in him or her. Because of this popularity and integration in the school community, abuse accusations against these attackers are often met with distrust, non-belief, and resistance from the community. Frequesntly, abusers have distance and morality problems which manifest themselves in oddly friendly relationships with students that are beyond what are normally anticipated. This provides a predatory pathway and opportunity for the abuse.

Most abusers, to differing amounts, use predatory tactics that are generally referred to as “grooming,” or targeting a potential abuse victim. Following is a list of grooming behaviors exhibited by predators who are in a position of authority in relation to the student.

Grooming
Grooming is a significant part of a predator’s ploy. In a boarding school situation, a predator usually works closely with small numbers of students, knowing every student’s needs and vulnerabilities. Once a target is identified and chosen, these vulnerabilities – such as loneliness, low self-esteem, emotional neediness, or attention seeking behavior, can be systematically exploited in the following manners:

Trust

A predator could initially work to gain the student’s trust. This step is most difficult to realize as boarding school communities are often tight-knit and personal interaction is commonplace. Here, the attacker is usually part of a group of staff who are genuinely interested in the student’s wellbeing and achievement at the school.
Reliance
As a predator establishes a trusting relationship with the potential student-victim, the student might begin to rely more and more on the predator for any need it is that the predator is leveraging and fulfilling. The student may spend more time with the predator, feeling more and more comfortable with the relationship. Additionally to attention and affection, the potential victim might receive gifts from the predator, including valuable, gifts such as the promise of high grades, or a college recommendation letter. The reliance stage is mainly where the predatory behavior is noticeable from well-meaning collegial behavior.

Isolation

As the grooming progresses, the predator may work to isolate the student. At school, this may mean late get togethers, tutoring sessions, encounters in the dormitory , one-on-one athletic practice sessions, or various other such circumstances.
Sexualization
The predator will start to de-sensitize the possible victim from reacting negatively to touching, caressing and other actions that lead to sexual interaction. This could start with breaching the physical-touch barrier, or communicating, with suggestive language to determine the victim’s reaction to the advancement. This could increase until the relationship transforms to one of a physical, sexual nature.
Maintenance
Once the sexual relationship is established, the predator may try to keep control over the victim and the continuing interaction. The predator will likely try to manipulate the student by inducing feelings of guilt, or even threats, or use the opposite strategy of continuing to make the victim feel special and desired. In any event, the predator might continue to exploit the victim with means necessary to keep the inappropriate physical relationship.

Legacy on Abuse Victims

When the grooming escalates as planned by the predator, the victim, being made to feel special, will probably respond positively to the behaviors. private school abuse , through these well-thought-out and executed grooming behaviors and activities, seeks to re-work and reduce the moral boundaries of the victim. Because the abuse survivor participated in the re-calibration, he frequently has deep feelings of guilt, initially blaming herself for the incident and hesitant to report it.

Furthermore, beyond the abuse has been reported, victims of boarding school abuse are frequently exposed to discreet social pressure and intimidation, such as being bullied, isolation from their peers, or retaliation from staff. Especially at boarding schools, where education is stringent, competition can be fierce and social circles small, survivors of abuse could be quickly isolated and socially persecuted. Exposed to those reactions, many boarding school abuse victims that have revealed the abuse leave school. Others, faced with the prospect of such isolation and social abuse, report the abuse decades later. In either case, the impact can be significant and lasting.

Some abuse survivors bear from long-term effects of the abuse that include depression, anxiety, post-traumatic stress, low self-esteem, suicidal thoughts, substance abuse, disturbed sleeping and eating patterns, and trouble creating and keeping healthy relationships. Individualized therapy and support groups may assist victims get past these effects.

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

Private School Abuse presents a series of illegal and lurid acts often committed against students by school faculty members, administrators or employees involving sexual assault of varying degrees. The assault might be a one-time, non-consensual encounter or it might include many assaults within an continuing interaction. For example, an continuing intimate relationship with a student, created by the predatory behavior of a faculty member, school administrator or employee and whether heading to physical consensual sex acts or not, is a form of abuse.

Student on student sexual assault is another type of abuse, that can be compounded by the school’s failure to offer a safe environment that enabled the attack to occur. Inside the school population are students of varying ages, maturity and experiences. Younger students may be exposed to the predatory actions of older, more experienced students. Their behavior, coupled with peer-pressure exerted to both the attacker and the targeted victim, could lead to different forms of abuse including sexual assault of varying degrees.

In all reported Boarding School Assault situations, a school administration’s megligence to completely, adequately report the assault to law enforcement and other authorities, or its further failure to investigate, address and deal fully with the matter increases the effects on the abuse survivor, the school population and potentially others. Recent Boarding School Abuse issues reported in the press highlight these failures, including situations where the attacker quietly departs the campus merely to assume employment somewhere else in a school environment.

Predatory Behavior
Many boarding schools pride themselves on their tiny, personal communities inside a well-defined and secure campus. In that environment, faculty, administrators and staff are frequently much closer and familiar with students than might be expected in a non-boarding school situation. This could provide both opportunity and cover for the possible attacker and for the predatory behavior.

In some situations, the attacker may be a personable and popular individual, generally considered to be a positive addition to the school community. A targeted student might feel flattered that a popular superior in the school community has expressed special attention in him or her. Because of this popularity and involvement into the school community, abuse accusations against these criminals are often met with distrust, non-belief, and resistance by the community. Often, abusers have distance and judgment problems which manifest themselves in unusually friendly relationships with students that are past what are commonly expected. This creates a predatory path and opportunity for the attack.

Most abusers, to varying degrees, employ predatory tactics that are generally known as “grooming,” or targeting a potential abuse victim. Following is a compilation of grooming methods exhibited by predators that are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a major part of a predator’s ploy. In a boarding school setting, a predator often works closely with small numbers of students, understanding each student’s needs and weaknesses. Once a victim is identified and chosen, these vulnerabilities – like loneliness, low self-esteem, emotional neediness, or attention seeking behavior, can be systematically exploited in the following manners:

Trust

A predator will initially work to gain the student’s trust. This step is the most difficult to realize as private school communities are usually tight-knit and personal interaction is commonplace. Here, the attacker is usually part of a group of staff who are genuinely interested in the student’s wellness and achievement at the school.
Reliance
As a predator establishes a trusting engagement with the potential student-victim, the student will begin to count on more and more on the predator for any need it is that the predator is exploiting and fulfilling. The victim might spend more time with the predator, feeling more and more comfortable with the relationship. Additionally to attention and affection, the possible victim may receive gifts from the predator, which may include valuable, presents such as the guarantee of higher grades, or a university recommendation letter. The reliance step is mainly where the predatory behavior is distinguishable from well-meaning collegial behavior.

Isolation

While the grooming progresses, the predator might try to isolate the student. At school, this might mean late meetings, tutoring sessions, meetings in the dormitory , one-on-one athletic practice sessions, or other such circumstances.
Sexualization
The predator will start to desensitize the student from reacting negatively to contact, caressing and other behaviors which lead to sexual interaction. This may begin with breaching the physical-touch barrier, or speaking, with suggestive language to determine the victim’s reaction to the progression. This could increase until the relationship advances to one of a physical, sexual nature.
Maintenance
Once the sexual relationship is established, the predator may try to maintain control of the victim and the continuing interaction. The predator will likely try to manipulate the victim by introducing emotions of guilt, or possibly threats, or use the opposite strategy of continuing to make the victim feel special and desired. In any event, the predator might continue to exploit the victim by whatever means available to keep the immoral physical relationship.

Impacts on Abuse Survivors

While the grooming escalates as intended by the predator, the targeted student, being made to feel special, will likely respond affirmatively to the behaviors. 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. Because the abuse survivor participated in this re-calibration, she often experiences deep feelings of shame, initially blaming herself for the incident and hesitant to report it.

Furthermore, beyond the abuse has been reported, victims of boarding school abuse are frequently exposed to discreet social pressure and intimidation, like bullying, isolation from their peers, or retaliation from teachers. Particularly at private schools, where education is stringent, competition can be intense and social circles small, victims of abuse might be rapidly isolated and socially abused. Subjected to such reactions, many boarding school abuse victims that have reported the abuse leave school. Others, faced with the prospect of the isolation and social abuse, report the abuse decades later. In either situation, the legacy can be significant and life-altering.

Some abuse victims bear from long-term effects of the abuse that include depression, anxiety, ptsd, low self-esteem, suicidal thoughts, substance abuse, restless sleeping and eating patterns, and difficulty establishing and maintaining healthy relationships. Individualized therapy and support groups may help survivors get past those effects.

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

Boarding School Abuse illustrates a series of criminal and lurid actions often committed on students by school faculty members, administrators or staff involving sexual assault of varying degrees. The attack can be a one-time, non-consensual encounter or it might involve numerous assaults within an ongoing interaction. For example, an continuing intimate encounter with a student, created by the predatory actions of a faculty member, school administrator or employee and whether heading to physical consensual sex acts or not, is a form of abuse.

Student on student sexual assault is another type of abuse, which might be made worse by the school’s negligence to provide a safe environment that enabled the assault to happen. Inside the school population are students of different ages, maturity and experiences. Immature students might be exposed to the predatory actions of older, more experienced students. This behavior, coupled with peer-pressure applied to both the attacker and the targeted victim, might lead to varying types of abuse that includes sexual assault of varying degrees.

In all alleged Boarding School Abuse situations, a school administration’s megligence to fully, immediately report the assault to law enforcement and other authorities, or its further failure to investigate, address and deal completely with the situation increases the effects on the abuse survivor, the school population and potentially others. Recent Boarding School Abuse issues reported in the press highlight these failures, including times where the perpetrator quietly departs the school only to assume working elsewhere in a school environment.

Predatory Behavior
Most private schools pride themselves on their small, personal communities inside a well-defined and safe campus. In that environment, faculty, administrators and staff are often much nearer and familiar with students than would be expected in a non-boarding school setting. This could provide both opportunity and cover for the possible attacker and for the predatory behavior.

In some matters, the attacker could be a likeable and popular person, generally thought to be a enhancement to the school community. A targeted victim might feel flattered that a popular superior in the school community is expressing special attention in him or her. Because of this popularity and integration into the school community, attack accusations against these abusers are often met with doubt, disbelief, and resistance from the community. Frequesntly, abusers have boundary and morality problems which turn into oddly friendly relationships with students that are beyond what are normally expected. This provides a predatory pathway and opportunity for the attack.

All abusers, to differing amounts, use predatory methods that are generally known as “grooming,” or targeting a potential abuse victim. Following is a list of grooming methods used by predators who are in a position of authority in relation to the student.

Grooming
Grooming is a main part of a predator’s ploy. In a boarding school setting, a predator usually works closely with small numbers of students, realizing every student’s needs and vulnerabilities. Once a victim is located and selected, these vulnerabilities – such as being lonely, low self-esteem, emotional neediness, or attention seeking behavior, might be systematically exploited in the following ways:

Trust

A predator will first work to gain the student’s trust. This step is the most difficult to discern as boarding school communities are often tight-knit and personal engagement is commonplace. Here, the attacker is likely part of a group of staff who are genuinely interested in the student’s wellness and achievement at the school.
Reliance
As a predator creates a trusting engagement with the potential student-victim, the student might begin to count on more and more on the predator for whatever need it is that the predator is exploiting and fulfilling. The victim will spend more time with the predator, feeling more comfortable with the relationship. Additionally to attention and affection, the potential victim may receive gifts from the predator, which may include valuable, gifts such as the promise of higher grades, or a university recommendation letter. The reliance step is usually when the predatory behavior is noticeable from well-meaning collegial behavior.

Isolation

While the grooming progresses, the predator may try to isolate the potential victim. At school, this could mean late meetings, tutoring sessions, meetings in the dorm , one-on-one sports training sessions, or various other such circumstances.
Sexualization
The predator will start to desensitize the student from reacting negatively to touching, caressing and other actions that lead to sexual interaction. This may start with breaching the physical-touch barrier, or verbally, with suggestive language to determine the victim’s response to the progression. This could escalate until the relationship transforms to one of a physical, sexual nature.
Maintenance
As the sexual relationship is created, the predator may work to keep control of the student and the continuing interaction. The predator will probably seek to manipulate the victim by inducing feelings of guilt, or even threats, or employ the opposite tactic of continuing to make the victim feel special and desired. In any event, the predator might continue to exploit the victim by whatever means available to keep the immoral physical relationship.

Legacy on Abuse Survivors

While the grooming escalates as intended by the predator, the victim, being made to feel special, will likely respond affirmatively to the behaviors. The predator, from these well planned and performed grooming behaviors and activities, seeks to re-work and remove the moral confines of the targeted student. Since the abuse survivor participated in this re-calibration, she often experiences deep feelings of shame, initially blaming himself for the incident and likely not to report it.

Additionally, beyond the abuse has been revealed, victims of boarding school abuse are often exposed to discreet social pressure and intimidation, such as bullying, alienation from their peers, or revenge from administrators. Particularly at private schools, where education is stringent, competition can be fierce and social circles small, survivors of abuse could be readily isolated and socially abused. Subjected to such reactions, many private school abuse survivors that have reported the abuse leave school. Others, fighting with the prospect of the isolation and social abuse, report the abuse a while later. In either case, the legacy can be severe and life-altering.

Some abuse victims suffer from long-term effects of the abuse including depression, anxiety, ptsd, low self-esteem, suicidal feelings, substance abuse, restless sleeping and eating patterns, and difficulty establishing and keeping healthy relationships. Individualized therapy and support groups may help victims get past those effects.

Legally, a survivor of boarding school abuse can win financial compensation from the abuser and more commonly, from the school for its negligence to protect the student from the predator, as well as failures or deficiencies in its process of reviewing and responding to the victim’s report of the abuse. If you are a survivor of boarding school abuse and would like to confidentially discuss your story and learn of your legal options at no cost or obligation, we are prepared to speak with you. It is important for a victim to remember that experiencing assault is not your fault. The lawyers at Meneo Law Group are committed to bringing those responsible for the abuse to justice.

Boarding School Abuse illustrates a series of criminal and lurid actions often perpetrated on students by school faculty members, administrators or employees regarding sexual assault of varying degrees. The assault may be a one-time, non-consensual attack or it can include many assaults during an continuing interaction. For example, an ongoing intimate encounter with a student, formed 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 type of abuse, that may be made worse by the school’s failure to offer a safe environment that allowed the assault to happen. Inside the school population are students of different ages, maturity and experiences. Younger students might be exposed to the predatory behavior of older, more experienced students. Their intent, along with peer-pressure applied to both the predator and the targeted victim, may lead to varying forms of abuse that includes sexual assault of varying degrees.

In all reported Boarding School Assault matters, a school administration’s failure to completely, adequately report the crime to law enforcement and other authorities, or its further negligence to research, address and deal completely with the matter increases the effects on the abuse survivor, the school community and potentially others. Recent Boarding School Abuse cases reported in the media highlight these failures, including times where the perpetrator quietly leaves the campus merely to assume working elsewhere in a school environment.

Predatory Behavior
Most private schools pride themselves on their small, personal communities within a well-defined and safe campus. In that environment, faculty, administrators and staff are frequently much nearer and familiar with students than might be expected in a non-boarding school setting. This could create both opportunity and cover for the possible abuser and for the predatory behavior.

In some situations, the attacker may be a likeable and popular person, generally thought to be a enhancement to the school community. A targeted victim 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 distrust, disbelief, and resistance from the community. Frequesntly, abusers have distance and morality problems which manifest themselves in unusually friendly relationships with students that are past what are commonly anticipated. This creates a predatory pathway and opportunity for the attack.

All abusers, to differing amounts, use predatory tactics that are generally known as “grooming,” or targeting a potential abuse victim. Following is a list of grooming methods used by predators who are in a position of authority in relation to the subordinate student.

Grooming
Grooming is a significant part of a predator’s ploy. In a boarding school situation, a predator usually works closely with small numbers of students, knowing each student’s needs and weaknesses. Once a victim is located and chosen, these vulnerabilities – such as being lonely, low self-esteem, emotional neediness, or attention seeking behavior, can be systematically exploited in the following manners:

Trust

A predator may first work to gain 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 attacker is usually part of a group of staff who are genuinely interested in the student’s wellness and success at the school.
Reliance
As a predator creates a trusting relationship with the potential student-victim, the student will start to rely more and more on the predator for any need it is that the predator is leveraging and fulfilling. The victim may spend more time with the predator, feeling more and more comfortable with the relationship. Additionally to attention and kindness, the potential victim might receive gifts from the predator, which may include valuable, presents like the guarantee of higher grades, or a college recommendation letter. The reliance step is usually where the predatory behavior is noticeable from well-meaning collegial behavior.

Isolation

As the grooming continues, the predator will work to isolate the potential victim. At school, this may mean late meetings, tutoring sessions, encounters in the dorm , one-on-one athletic training sessions, or other such circumstances.
Sexualization
The predator will start to desensitize the student from reacting negatively to contact, caressing and other actions that lead to sexual interaction. This may begin with breaking the physical-touch barrier, or verbally, with suggestive messages to gauge the victim’s response to the progression. This will escalate until the relationship transforms to one of a physical, sexual nature.
Maintenance
As the sexual relationship is created, the predator may work to keep control over the victim and the continuing abuse. The predator will likely try to manipulate the student by introducing feelings of guilt, or even threats, or employ the opposite strategy of continuing to make the victim feel special and desired. Regardless, the predator may continue to exploit the victim with means available to keep the inappropriate physical relationship.

Legacy on Abuse Victims

While the grooming increases as intended by the predator, the victim, being made to feel special, will likely respond positively to the behaviors. The predator, from these well-thought-out and executed grooming behaviors and activities, seeks to re-calibrate and remove the moral confines of the targeted student. Since the abuse survivor participated in the re-calibration, she frequently has deep feelings of shame, initially blaming herself for the incident and hesitant to report it.

Additionally, beyond the abuse has been revealed, victims of boarding school abuse are often exposed to discreet social pressure and intimidation, like being bullied, alienation from their peers, or retaliation from teachers. Especially at private schools, where education is rigorous, competition can be fierce and social circles small, survivors of abuse may be readily isolated and socially persecuted. Subjected to such reactions, many private school abuse survivors who have revealed the abuse leave school. Others, faced with the prospect of such isolation and social abuse, report the abuse a while later. In either situation, the legacy can be severe and lasting.

Some abuse victims suffer from long-term effects of the abuse that include depression, anxiety, ptsd, low self-esteem, suicidal thoughts, substance abuse, disturbed sleeping and eating patterns, and difficulty creating and keeping healthy relationships. Individualized therapy and support groups can help victims 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 abuse, as well as failures or deficiencies 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 situation and learn of your legal options at no cost or obligation, we are ready to speak with you. It is important for a survivor to realize that being a victim is not your fault. The attorneys at Meneo Law Group are committed to bringing those responsible for the assault to justice.