Question
What is safeguarding and how can it be effectively enacted in the classroom?
Answer
Safeguarding in the UK context refers to the measures and practices put in place to protect children and vulnerable individuals from harm, abuse, and neglect. In the classroom, effective safeguarding involves creating a safe environment where students are protected from various risks, including extremism and maltreatment.
Definition of Safeguarding
Safeguarding encompasses protecting children from abuse and neglect, ensuring their health and development, and providing safe and effective care (Duffy, Browne and Connolly, 2024). It involves a broad range of activities aimed at preventing harm and promoting welfare.
Effective Enactment in the Classroom
Training and Preparedness: Teachers need to be adequately trained in child protection and safeguarding. This includes understanding the signs of maltreatment and knowing the appropriate reporting procedures. Initial teacher education should cover core topics such as child maltreatment indicators and reporting duties, although current training often lacks depth and innovative teaching strategies (Walsh et al., 2023; Patrick, Kandiah and Welbury, 2020).
Collaboration and Community Engagement: Developing a network of community agencies and organisations is crucial for safeguarding. This collaborative approach helps in creating a supportive environment for young people (Wilson, Diaz and Usubillaga, 2022; Nyathi, 2022).
Policy Implementation: The Prevent duty, which aims to prevent extremism, is a significant aspect of safeguarding in UK schools. Teachers are required to balance this duty with their educational roles, often interpreting and enacting policies in ways that minimize negative impacts (Jerome, Elwick and Kazim, 2019; James, 2022; Elwick and Jerome, 2019).
Role of School Psychologists: School psychologists play a vital role in safeguarding by working at universal, targeted, and specialized levels, often in partnership with other professionals (Woods et al., 2011).
Innovative Training Approaches: There is a need for more interactive and simulation-based training methods to improve the efficacy of safeguarding training. This can help in better diagnosis and adherence to local protocols (Patrick, Kandiah and Welbury, 2020).
Conclusion
Effective safeguarding in UK classrooms involves comprehensive training for educators, collaboration with community agencies, and careful implementation of policies like the Prevent duty. By enhancing training methods and fostering a collaborative environment, schools can better protect students from harm and promote their well-being.
References
Wilson, N., Diaz, C., & Usubillaga, J., 2022. Implementing the contextual safeguarding approach: a study in one local authority. Journal of Children’s Services. https://doi.org/10.1108/jcs-10-2021-0043
Jerome, L., Elwick, A., & Kazim, R., 2019. The impact of the Prevent duty on schools: A review of the evidence. British Educational Research Journal. https://doi.org/10.1002/BERJ.3527
Walsh, K., Ey, L., Hand, K., Smith, R., Howard, S., Fenton, A., Whiteford, C., Brown, M., Pinnock, R., & Rodier, L., 2023. Child Protection and Safeguarding in Initial Teacher Education: A Systematic Scoping Review. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2023.106951
Nyathi, N., 2022. A synthesis of contextual safeguarding and commonly used child safeguarding theoretical models and approaches. Journal of Children’s Services. https://doi.org/10.1108/jcs-02-2022-0008
Woods, K., Bond, C., Tyldesley, K., Farrell, P., & Humphrey, N., 2011. The role of school psychologists in child protection and safeguarding. School Psychology International, 32, pp. 361 – 376. https://doi.org/10.1177/0143034311406812
James, N., 2022. Countering far-right threat through Britishness: the Prevent duty in further education. Critical Studies on Terrorism, 15, pp. 121 – 142. https://doi.org/10.1080/17539153.2022.2031135
Elwick, A., & Jerome, L., 2019. Balancing securitisation and education in schools: teachers’ agency in implementing the Prevent duty. Journal of Beliefs & Values, 40, pp. 338 – 353. https://doi.org/10.1080/13617672.2019.1600322
Duffy, A., Browne, F., & Connolly, M., 2024. Safeguarding adults: A concept analysis. Journal of Advanced Nursing, 81, pp. 181 – 197. https://doi.org/10.1111/jan.16306
Patrick, A., Kandiah, T., & Welbury, R., 2020. Can child safeguarding training be improved?: findings of a multidisciplinary audit. European Archives of Paediatric Dentistry, 21, pp. 679 – 685. https://doi.org/10.1007/s40368-020-00513-1
Care Quality Commission (CQC) (2015). Statement on CQC’s roles and responsibilities for safeguarding children and adults. Available online.
Department for Education (DfE) (2015). Keeping children safe in education: Statutory guidance for schools and colleges. London: Department for Education.
Ofsted (2011). Safeguarding in schools: Best practice. Manchester: Ofsted.
