She Is Innocent. The World Is Not.

Every Saturday morning, I sit at my son’s swimming lesson and watch a scene that leaves me unsettled. A little girl, aged around five, runs freely between the pool and public shower area—completely naked and showering naked, for all to see. She laughs, carefree and unaware. Her innocence is undeniable, and developmentally, this lack of body awareness is entirely age-appropriate. But what troubles me is not the child—it is the environment around her.

As both a parent and a child sexual abuse counsellor, I cannot ignore what I see: a small handful of adult men watching. Lingering. Observing. Meanwhile, her mother chats nearby, seemingly unconcerned. And each week, I feel the same pang of sadness—not because the child is doing anything wrong, but because she is unprotected from risks she cannot yet understand.

Research consistently shows that children who lack knowledge of body safety and personal boundaries are more vulnerable to grooming and abuse (Wurtele & Kenny, 2011). Teaching children about “private parts,” consent, and bodily autonomy is not about taking away innocence—it is about safeguarding it. Body safety education has been identified as a key protective factor in reducing vulnerability to sexual abuse (Briggs & Hawkins, 1997).

There is a common and well-intentioned sentiment: “let kids be kids.” I understand this deeply. Children deserve freedom, play, and joy. But freedom without guidance can unintentionally create risk. Offenders do not seek out confident, informed children—they target those who appear accessible, unprotected, or unaware (Smallbone et al., 2008).

As adults, our responsibility is not only to preserve childhood innocence, but to actively protect it. This includes recognising environments where exposure may increase risk and taking reasonable steps to reduce that vulnerability. Public spaces—like swimming pools—are shared environments, and we cannot assume they are inherently safe simply because they are familiar.

This is not about shame. It is about safety. Teaching a child to wear swimmers in public spaces, to understand private versus public body parts, and to develop early body autonomy are small but powerful acts of protection. These lessons do not burden children—they empower them.

As a community, we must move beyond passive observation and into active responsibility. Protecting children is not just a parental role—it is a collective one. Because while children may not yet see the risks around them, it is our duty to.

Innocence should be cherished—but it should also be protected.

References (APA 7th style)

Briggs, F., & Hawkins, R. (1997). Child protection: A guide for teachers and child care professionals. Allen & Unwin.

Smallbone, S., Marshall, W. L., & Wortley, R. (2008). Preventing child sexual abuse: Evidence, policy and practice. Willan Publishing.

Wurtele, S. K., & Kenny, M. C. (2011). Normative sexuality development in childhood: Implications for developmental guidance and prevention of childhood sexual abuse. Counseling and Human Development, 43(9), 1–24.