Children are an amānah (sacred trust) from Allah. They are entrusted to our care not only to be taught and nurtured, but to be protected—physically, emotionally, spiritually, and in every other way. Allah ﷻ says: "O you who believe, do not betray Allah and the Messenger, nor betray your trusts while you know." (Qur'an 8:27) Protecting children is not optional. It is a moral, communal, and religious obligation.
Child sexual abuse exists in every community, including our own. Silence, discomfort, and fear of damaging reputation have historically prevented communities from addressing this issue openly. But silence does not protect children, it protects harm.
This toolkit exists to help our communities move:
Four commitments this toolkit is built to support — in classrooms, in homes, and across the community.
Proactive policies, safeguarding procedures, and classroom practices that stop harm before it starts.
Age-appropriate language for talking with children about body safety, boundaries, and trust — at home, in class, and from the minbar.
What child sexual abuse is and isn't, how disclosure really happens, and the Islamic framework for responding with both faith and clarity.
Clear, trauma-informed steps for responding to a disclosure and reporting concerns — including who to call and when.
This material discusses child sexual abuse, boundaries, and safeguarding. Some readers may experience discomfort, sadness, fear, anger, or memories of personal experiences while reading. These responses are normal. Please engage with this material at your own pace and seek support if needed.
If a child may currently be in danger, contact emergency services, Child Protective Services (CPS), or the appropriate local authority immediately. This resource is educational and does not replace legal reporting obligations or professional guidance.
ISLA child abuse reporting hotlines guideChoose the role that fits you and go straight to the resources written for your responsibilities.
Policy, handbooks, and governance that make safeguarding school-wide.
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Lesson plans, classroom boundaries, and how to respond to a disclosure.
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Everyday supervision, reporting duties, and safe-conduct expectations.
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Body-safety conversations, family safety plans, and warning signs.
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Khutbah guidance, masjid policy, and responding to community disclosures.
Go to resources →This toolkit is grounded in three core principles:
Protecting children always takes priority over avoiding discomfort, conflict, or reputational harm.
Trust in Allah (tawakkul) does not replace action. It requires it.
Clear expectations, boundaries, and systems protect both children and communities.
This toolkit is informed by an Islamic worldview. Dr. Mariam Sheibani with Ma'ruf Commons presents 8 misunderstandings and corrected understandings, including how Islamic principles are applied to specific scenarios.
Children who experience harm do not always respond in predictable ways. A child may:
These responses are common trauma reactions and should not automatically be interpreted as dishonesty. Creating emotionally safe environments increases the likelihood that children will seek help when needed.
ISLA’s do’s & don’ts when a child discloses abuseChild sexual abuse is any sexual activity, whether physical, verbal, visual, or digital, forced upon or imposed on a child by:
It includes:
Harmful behavior between children or teens that crosses boundaries and causes:
Child sexual abuse does not require physical force. Manipulation, secrecy, digital exposure, intimidation, grooming, coercion, or unequal power can all be used to harm a child.
Children may not always recognize abuse immediately, especially when:
ISLA and Al Fatih Academy teamed up to share important terminology, best practices, parenting tips all related to how we can safeguard our children from sexual abuse. Sr. Uzma Baig, Al Fatih Academy's counselor, Dr. Ismail Ibn Ali, their Head of School, and Sr. Qur'an Shakir, ISLA's Project Manager for the Sexual Abuse Prevention Toolkit were facilitators of the workshop.
This workshop was co-facilitated by Qur'an Shakir, ISLA Board Member and Project Director for ISLA's Sexual Abuse Prevention Toolkit, and Dr. Ismail ibn Ali, Head of School and Program Manager for the Center of Innovative Religious Education (CIRE) at Al Fatih Academy in Virginia and co-sponsored by Islamic Schools Association of Canada (ISAC). The workshop included basic information and definitions related to sexual abuse prevention, mandated reporting, how to respond to disclosure, and policies and procedures that schools should have in place to ensure the safety of students. It also used framing scenarios to help participants think through the complexities of preventing or responding to child sexual abuse that may have occurred in a school, community setting or even a child's home.
Choose the area that fits your role in protecting children.
Below, you'll find sample school policy templates, a school manual template, and incident report forms to support your efforts in safeguarding children. As this toolkit grows, ISLA will continue developing resources for Educational Leadership Teams, Classroom Teachers, School Staff, Parents, and the wider community.
Updated reference of key terms and legal definitions for safeguarding policy and handbook language.
Comprehensive handbook template with policies and procedures for K–12 Islamic schools.
Screening, onboarding, and training expectations for volunteers serving in schools and community programs.
Hotlines, CPS contacts, and national agencies to reach when a child needs protection or you need guidance.
This toolkit was shaped by educators, clinicians, advocates, and community leaders who gave their expertise to protect children.
Qur'an Shakir is an ISLA board member and Project Director of ISLA's Sexual Abuse Prevention Toolkit, bringing more than 40 years of experience in education, school leadership, and instructional development. A Mandated Reporter Trainer in the state of Georgia and an author of children's literature addressing child protection, emotional well-being, and mental wellness, she is committed to equipping adults and communities to create safer environments for children. Her work is grounded in faith, education, and the belief that protecting and uplifting children is a shared community responsibility.
Dr. Ismail ibn Ali is the Head of School at Al Fatih Academy in Northern Virginia. He earned his Doctorate of Education from the University of Central Florida and has served as a teacher and administrator in a variety of public and private PK-12 school settings over the last 15 years. His work at Al Fatih Academy has centered on developing and implementing innovative, integrated Islamic Studies curricula across the school. Dr. Ismail has also served on ISLA's Sexual Abuse Prevention Toolkit team as a Content Creator and School Trainer.
Dr. Mariam Sheibani is the Founder and Director of Ma'ruf Commons, a research and education organization, and an Assistant Professor of Islamic Thought at Brandeis University. She is also a globally recognized scholar. Dr. Sheibani earned her PhD in Islamic Thought from the University of Chicago and completed her postdoctoral training at Harvard Law School. Over the past two decades, she has studied classical religious sciences with Muslim scholars from Turkey, Syria, Jordan, North America, and West Africa. Her work offers frameworks for integrating religious commitment with lived experience and for cultivating a God-centered, meaningful spiritual life.
Dr. Ingrid Mattson is the Founder and Director of the Hurma Project, an initiative focused on addressing abuse and upholding the dignity, safety, and sacred inviolability of every person in Muslim spaces. She is also the London and Windsor Community Chair in Islamic Studies at Huron University College at Western University.
Angelica Lindsey-Ali, widely known as The Village Auntie™, is a certified sexual and reproductive health educator, researcher, author, and founder of The Village Auntie Institute. With more than 20 years of experience in women's wellness, she brings together Islamic spirituality, cultural knowledge, sexual health education, and emotional well-being to create culturally grounded conversations about bodies, relationships, intimacy, and healthy development.
The Healing Trauma Institute, founded by board-certified psychiatrist and Harvard-trained trauma expert Dr. Omar Reda, works to strengthen individuals, families, caregivers, and communities through culturally responsive, trauma-informed approaches to healing. Dr. Reda and Nura Elmagbari bring expertise in trauma, cultural responsiveness, mental health, and community education, helping advance approaches that center safety, human connection, resilience, and healing.
Dr. Natina Roberts is a PhD-qualified psychologist and Integrative Health Practitioner with more than 12 years of experience in trauma-informed care, advocacy, crisis intervention, and psychosocial support. As Intercultural Lead at HELP Auckland, she supports survivors of sexual harm through culturally responsive care, drawing on expertise in family systems, intergenerational trauma, and culturally grounded approaches to healing. Her work reflects a deep commitment to harm prevention and to helping families and communities create safer environments that honor identity, resilience, dignity, and compassion.
Dr. Qiana Johnson practices as a Sexual Assault Nurse Examiner (SANE) and Forensic Medical Examiner with specialized expertise in the compassionate assessment and care of individuals impacted by intimate personal violence. As an expert witness, she brings critical knowledge of forensic examination, evidence collection, trauma-informed care, and the medical dimensions of sexual abuse, strengthening efforts to protect children and support assaulted thrivers.
When to Call, What to Do, and How to Respond Safely.
Check back often for new tools, templates, and tips to help us all uphold our amanah to protect children and ensure their safety.
