Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant on cooperation with a range of children's services. This study forms part of a wider research project exploring teachers' safeguarding role. It identifies two emerging issues critical in interpreting the data and developing sound safeguarding processes: recognition of the role of professionals' emotional reactions in addressing HSB and the impact of asymmetrical power relations. Building on Draugedalen and Osler's theorisation of teachers' safeguarding, this article examines front-line service providers' perspectives on how they can support schools' safeguarding, proposing a holistic structure of transformative practices that addresses emotions and asymmetrical power relations.