Everyone within a school environment has the responsibility to safeguard children and their wellbeing. This can enable a greater picture of a child’s circumstances to be observed (DfE, 2018). It is essential that as a teacher I create a positive learning environment where children feel safe to discuss any issues that may be concerning them. This requires a child-centred approach to be taken, considering the best interests of the child (DfE, 2018; HM Government, 2018). Two key challenges for teachers, in regard to safeguarding and wellbeing, I have chosen to discuss in this blog are abuse and children’s safety online.

Abuse can be physical, emotional or sexual, which can be difficult to identify. However, indictors of abuse could include: behaviour changes; avoidance of family members without reason; not wanting to change their clothes in front of others; concern for younger siblings (DfE, 2015; DfE, 2018). As a teacher I need to be aware that even though a child may display an indicator of abuse there could be other factors, such as a change in family circumstances, that could be impacting the child. Therefore, as a teacher I will ensure I know the children within my classroom and try to establish positive relationships with the children and their parents/carers.

My own experience of working with Special Educational Needs (SEN) children has alerted me to the implementation of parents/carers filling in body maps, showing where their child may have a bruise or injury. This approach not only safeguards parents but also safeguards the organisation as they both have records of the injuries. Therefore, if an unexplained injury is discovered this can be disclosed to the Designated Safeguarding Lead (DSL). However, this approach is not inclusive of emotional or mental abuse as this abuse does not take on a physical form. Therefore, all staff members within a school or organisation should be alert, question behaviours, ask for help if concerned and refer the child to the DSL if there is believed to be a safeguarding or wellbeing issue (HM Government, 2015).

http://www.youtube.com/watch?v=XBp3QYZXG0Y

Online safety is an issue that is becoming more apparent due to the rise of children’s access to portable devices, social media and online gaming (Turvey et al, 2016). News reports have recently discussed issues around online safety, such as the impact on children’s mental health and the enforcement of age limits on social media sites (BBC, 2018). Although social media sites, such as Facebook, have an age limit of thirteen years children in primary schools still have access. It is essential that all children have a critical understanding of their actions online and the consequences if they do not use online resources safely (Ofcom, 2016).

As a teacher it is important to me that children are empowered to stay safe online, with an awareness of how to locate and use aspects such as privacy settings and reporting procedures. Through lessons such as Personal Social Health Education (PSHE) an adult-led approach should be taken to inform children of the dangers of the online world and ways to stay safe. There are then many resources online, which can be explored as a class or individually, which enable children to visually see the issues discussed. An example I found which I would use in my own teaching was a game called Band Runner by Think U Know (http://www.thinkuknow.co.uk/8_10/). This game gives children scenarios in the form of ‘text messages’ about online safety which they then respond to. From this knowledge and the use of resources it is important to consolidate children’s understanding. I would do this through a child-led activity where children make their own videos or songs about online safety. It is of further importance to me that parents play an active role in teaching their children about online safety, working with the school to establish clear rules and responsibilities for their children when online.

Empowering children to be responsible on the internet and able to identify inappropriate sources through school work and parental input may encourage them to feel comfortable to discuss any issues with a trusted adult. However, this may not always be the case so as a teacher I should always be aware of indicators of a safeguarding or wellbeing issue (DfE, 2018).

http://www.youtube.com/watch?v=-nMUbHuffO8

References:

BBC (2018) Social media guidelines for young people to be drawn up, [online] Available:

<https://www.bbc.co.uk/news/uk-45696988> [Accessed: 02/10/2018].

CEOP (2011) Lee and Kim, [online], Available: <https://www.youtube.com/watch?v=-nMUbHuffO8> [Accessed: 02/10/2018].

Department for Education (2015) What to do if you’re worried a child is being abused, London: HM Government [online], Available: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf> [Accessed: 30/09/2018].

Department for Education (2018) Keeping Children Safe in Education, [online], Available: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/741315/Keeping_Children_Safe_in_Education_2018__Part_One__14.09.18.pdf> [Accessed: 30/09/2018].

HM Government (2018) Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children, London, [online], Available: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/729914/Working_Together_to_Safeguard_Children-2018.pdf> [Accessed: 30/09/2018].

NSPCC (2013) NSPCC Report – How safe of our children? [online], Available: <https://www.youtube.com/watch?v=XBp3QYZXG0Y> [Accessed: 02/10/2018].

Ofcom (2016) Children and parents: Media use and attitudes report, [online], Available: <https://www.ofcom.org.uk/__data/assets/pdf_file/0034/93976/Children-Parents-Media-Use-Attitudes-Report-2016.pdf> [Accessed: 30/09/2018].

Think U Know (nd) Band Runner, [online], Available: <https://www.thinkuknow.co.uk/8_10/> [Accessed: 30/09/2018].

Turvey, K., Potter, J., Burton, J., Allen, J. and Sharp, J. (2016) Primary Computing and Digital Technologies: Knowledge, understanding and practice, London: Learning Matters.