Each year, students in elementary and secondary education fall victim to unacceptable behaviors with sexual overtones, ranging from inappropriate touching and online conversations to physical sexual assault. Most schools have policies and procedures for keeping children safe from a range of threats and hazards, such as natural disasters, flu outbreaks, and active shooter situations. However, schools and school districts also must demonstrate a strong commitment to the elimination of behaviors known as adult sexual misconduct (ASM) by school personnel, including teachers, coaches, administrative staff, bus drivers, and others who interact with children before and after school. In 2014, the U.S. Government Accountability Office (GAO) published a report based on an extensive review of efforts taken by all 50 states and the District of Columbia to address ASM. The report found that most states do not have a requirement for school personnel to receive awareness and prevention training on child sexual abuse or ASM. They learned that many states wanted additional guidance and technical assistance (TA) from the federal government. Therefore, the U.S. Department of Education (ED) has developed this guidance to do the following: (1) Help ensure the safety and well-being for every child at school; (2) Help school officials, teachers, and parents understand the behaviors that are considered ASM and the effects of ASM on children; (3) Describe steps that can be taken by school and district administrators to prevent ASM, such as increased scrutiny in hiring practices and widespread training for school personnel; (4) Suggest ASM prevention measures in local codes of conduct; (5) Provide guidelines for reporting at the school, district, state, and/or local levels when ASM is suspected; (6) Create safe mechanisms for reporting and investigating possible cases; (7) Protect educators and other school staff members from false allegations by developing specific policies to prevent and address them; (8) Shed light on the role of social media, gaming applications, and the internet in ASM, and suggest appropriate boundaries related to these technologies; and (9) Provide information on additional federal resources that address ASM. The chapters in this report were developed through a process of research and review by consultant subject matter experts and a working group review process that involved federal and non-federal participants. It is intended as part of an ongoing, systemic effort to provide school districts across the country with the information and tools needed to address the problem of ASM. This report is organized into the following chapters: (1) Understanding ASM; (2) Development of ASM Policies and Procedures; (3) Training in ASM Awareness and Prevention; (4) The Role of Social Media and Technology in ASM; and (5) Resources.