ABSTRACT Peer-sexual abuse in educational settings is a matter of international concern – featured in mainstream news reports, televised through drama series and documented in research. In 2018 the UK government revised and published a series of policy documents to assist schools in addressing the phenomenon. This paper considers the sufficiency of this policy framework through social field analysis of focus groups with staff and students at seven educational establishments in England that ran from 2015 to 2017. Analysis reveals four avenues through which staff and students created or reinforced norms the underpinned harmful sexual behaviours and in doing so created contexts conducive with peer-sexual abuse. While policy developments have made initial acknowledgements of school cultures as associated to peer-sexual abuse, significant progress is required if policy is to provide a framework that challenges, rather than reinforces, individualised – and on occasion victim-blaming – narratives of peer-sexual abuse.

中文翻译：

---

（性）参与的学校规则：英国七所学校的政府，教职员工和学生对同伴性虐待行为的贡献

摘要在教育环境中，对同性性虐待是国际关注的问题，在主流新闻报道中有特色，可通过连续剧进行电视转播，并在研究中进行记录。2018年，英国政府修订并发布了一系列政策文件，以帮助学校解决这一现象。本文通过对2015年至2017年间英格兰七个教育机构中工作人员和学生的焦点小组进行社会领域分析，来考虑该政策框架的充分性。分析揭示了工作人员和学生通过四个途径建立或加强规范性有害性行为的基础行为，从而创造了有利于同性虐待的环境。尽管政策的发展已经初步认识到与同性虐待有关的学校文化，