A safeguarding concern arises when there is information, an observation or a disclosure suggesting that a child or adult may be at risk of harm, abuse, neglect or exploitation. In schools, nurseries and other settings that work with children, recognising and reporting concerns promptly is essential for protecting welfare and preventing further harm.
A concern does not have to be proven before it is reported. A change in a child’s behaviour, unexplained injuries, worrying online interactions or something a child says may be enough to require further attention. Staff should follow their organisation’s safeguarding procedures rather than attempting to investigate the situation themselves.
This guide explains what a safeguarding concern means, provides practical examples, outlines how to report concerns in UK schools and childcare settings, and explores the responsibilities of staff and safeguarding leads.
What Is a Safeguarding Concern?
A safeguarding concern is any information or observation that raises questions about a person’s safety, welfare or wellbeing and may require action to protect them from harm.
In a school or nursery, this could involve suspected abuse, neglect, bullying, exploitation, unsafe adult behaviour or a child experiencing difficulties that may require additional support.
Safeguarding concerns can arise in different ways. A child might tell a teacher that someone is hurting them, a teaching assistant might notice repeated unexplained injuries, or a member of staff might observe a worrying interaction between an adult and a pupil.
Not every concern means that abuse has occurred. However, staff should take concerns seriously, record relevant information and report them through the appropriate procedures.
In England, Keeping Children Safe in Education explains the safeguarding responsibilities of schools and colleges. The guidance emphasises that staff must act promptly, follow their setting’s procedures and report concerns to the designated safeguarding lead (DSL) or deputy without delay.
Read the official Keeping Children Safe in Education guidance.
Examples of Safeguarding Concerns in Schools and Nurseries
Safeguarding concerns can involve a child’s home circumstances, experiences at school, relationships with adults or peers, online activity or emotional wellbeing.
The following examples illustrate situations that may require a safeguarding response.
Signs of Physical Abuse
A child may have unexplained injuries, repeated bruising or injuries that do not appear consistent with the explanation provided.
Other possible indicators include a child appearing frightened of a particular person or showing unusual distress when asked about an injury.
These signs do not automatically prove physical abuse. Staff should record what they observe and report their concerns through the setting’s safeguarding procedures.
Possible Emotional Abuse
A child may appear persistently fearful, withdrawn, unusually anxious or distressed around a particular adult.
They might describe being repeatedly humiliated, threatened, rejected or made to feel worthless.
Changes in behaviour can have many causes, so staff should avoid making assumptions. However, patterns of behaviour or disclosures that suggest emotional harm should be reported and assessed appropriately.
Signs of Neglect
Neglect may be a concern when a child’s basic needs appear persistently unmet.
Examples include repeated hunger, consistently inadequate clothing for the conditions, poor hygiene, untreated health needs or a lack of appropriate supervision.
Staff should consider the wider circumstances and report concerns rather than attempting to determine the cause independently.
Bullying and Child-on-Child Abuse
Safeguarding concerns can arise when one child harms, threatens, exploits or intimidates another.
Examples include repeated bullying, physical aggression, sexual harassment, coercive behaviour, harmful sharing of images or online abuse.
Staff should not dismiss these incidents as ordinary disagreements without considering the circumstances, potential harm and the needs of the children involved.
Online Safety Concerns
Children may be exposed to online grooming, cyberbullying, sexual exploitation, inappropriate content or requests to share personal information or images.
A safeguarding concern may arise if a child receives threatening messages, appears frightened by online contact or discloses that someone has asked them to keep an online relationship secret.
Staff should follow the setting’s online safety and safeguarding procedures and report concerns promptly.
Concerns About an Adult Working With Children
A concern may involve a teacher, teaching assistant, volunteer, contractor or another adult who has contact with children.
Examples include inappropriate communication, breaches of professional boundaries, unexplained private contact with a pupil or behaviour that makes a child feel unsafe.
Concerns must be reported through the appropriate procedures, even if the adult is well regarded or the behaviour appears minor. Staff should not attempt to resolve serious concerns informally.
Changes in Behaviour or Attendance
A child who becomes withdrawn, frequently misses school, shows a sudden decline in participation or appears unusually frightened may need additional support.
These changes can have many explanations, including illness, family difficulties, bullying or other experiences affecting wellbeing.
Staff should look at the wider context, record relevant observations and share concerns with the appropriate safeguarding lead.
What Is the Difference Between a Safeguarding Concern and a Child Protection Concern?
The terms are closely related, but they are not always used in exactly the same way.
A safeguarding concern is a broad term for information that raises questions about a person’s safety or welfare. It may indicate a need for early help, additional support, further assessment or a child protection response.
A child protection concern generally relates more specifically to suspected abuse, neglect or a risk of significant harm that may require formal protective action.
For example, a pupil who is struggling emotionally because of changes at home may need support through the school’s pastoral or early-help arrangements. If the pupil discloses abuse or there is information suggesting they may be at risk of significant harm, the concern may require an immediate child protection response.
Staff do not need to decide which formal category applies before reporting a concern. Their responsibility is to recognise potential risks, follow the setting’s procedures and share relevant information promptly.
What Should You Do If You Have a Safeguarding Concern?
If you suspect that a child is at risk, you should follow your organisation’s safeguarding policy without delay. The precise reporting arrangements depend on the setting and the circumstances.
Listen and Take the Concern Seriously
If a child speaks to you about something worrying, remain calm and give them an opportunity to explain in their own words.
Listen carefully, avoid leading questions and do not pressure the child to provide additional details. Reassure them that they have done the right thing by speaking to you.
Do not promise to keep the information secret. Explain, in an age-appropriate way, that you may need to share it with people who can help keep them safe.
Report the Concern to the Safeguarding Lead
In most schools and childcare settings, staff should report concerns to the DSL or deputy in line with the setting’s procedures.
Do not assume that another member of staff has already reported the concern. If the DSL is unavailable, the concern involves the DSL, or you believe the response is inadequate, follow the alternative reporting and escalation procedures.
Staff should not investigate suspected abuse themselves or delay reporting while attempting to establish whether the concern is true.
Record the Information Accurately
Make a clear, factual record as soon as possible, following your organisation’s safeguarding procedures.
Include relevant details such as:
Separate direct observations from information reported by someone else and from your own interpretation. Store records securely and share them only with appropriate people.
Follow the Agreed Procedures
The DSL or other responsible safeguarding professional will consider the appropriate next steps under the setting’s procedures and relevant local arrangements.
Depending on the concern, this may involve monitoring and reviewing the situation, providing early help, seeking advice or making a referral to children’s social care or the police.
If a child is in immediate danger, contact emergency services on 999. Do not wait for an internal meeting or routine reporting process before taking necessary action to protect them.
For further guidance, see the official GOV.UK guide to reporting child abuse.
When Should a Safeguarding Concern Be Reported?
A safeguarding concern should be reported promptly in accordance with the setting’s procedures. Staff should not wait for proof, a formal diagnosis or repeated incidents before raising a concern.
Immediate action is particularly important when:
Some situations may require an urgent referral to children’s social care or the police. Others may need early help or further assessment.
If you are unsure about the seriousness of a concern, follow your safeguarding policy and seek advice from the appropriate safeguarding lead or agency. Uncertainty should not become a reason for inaction.
What Happens After a Safeguarding Concern Is Reported?
The response depends on the information provided, the level of risk and the procedures that apply to the setting.
The DSL or relevant safeguarding professional should consider the concern, record decisions and determine what further action is appropriate.
Possible actions include:
The person who raised the concern may not be given every detail about the outcome because safeguarding information must be handled appropriately. However, they should follow the setting’s procedures and raise further concerns if they believe the response has not adequately addressed the risk.
In England, Working Together to Safeguard Children sets out statutory guidance on multi-agency working to help, support and protect children.
What If the Safeguarding Concern Involves a Member of Staff?
Concerns about adults working with children must be handled carefully and through the correct reporting routes.
If the concern involves a member of staff, volunteer or another adult working with children, follow the setting’s policy for allegations and concerns about adults.
In England, concerns that an adult working with children may have harmed a child, may have committed an offence involving a child, may pose a risk of harm or may be unsuitable to work with children must be managed under the applicable procedures.
Depending on the circumstances, the concern may need to be referred to the local authority designated officer (LADO) or another appropriate authority.
If the concern involves the headteacher, DSL or another senior person, use the alternative reporting route set out in the policy. Staff should not investigate the allegation independently, confront the person involved or assume that a concern is too minor to report.
It is important to distinguish between an allegation that may meet a formal harm threshold and a lower-level concern about behaviour that does not appear to meet that threshold. Both should be handled in line with the setting’s procedures.
What Is the Role of a Designated Safeguarding Lead?
A designated safeguarding lead is the person appointed to take lead responsibility for safeguarding and child protection within a school or other relevant setting.
The DSL helps ensure that concerns are recognised, recorded, assessed and referred appropriately. They also support staff in understanding safeguarding procedures and working with relevant agencies.
Responsibilities commonly include:
The DSL does not remove the responsibility of other staff to report concerns. Everyone who works with children must understand how to raise a concern and what to do if the usual reporting route is unavailable or inappropriate.
Safeguarding Concerns Across the UK
Safeguarding principles apply throughout the UK, but legislation, statutory guidance, terminology and referral arrangements differ between England, Wales, Scotland and Northern Ireland.
In England, schools and colleges follow the applicable Keeping Children Safe in Education guidance, while multi-agency safeguarding practice is addressed in Working Together to Safeguard Children.
Wales, Scotland and Northern Ireland have their own safeguarding frameworks and local procedures. Staff should consult the guidance relevant to their nation and setting rather than assuming that an England-specific process applies everywhere.
Whatever the location, professionals should know how to report concerns, who to contact in an emergency and how to access the relevant local children’s social care or child protection services.
How Can Staff Develop Their Safeguarding Knowledge?
Recognising a safeguarding concern requires awareness, sound judgement and an understanding of reporting procedures. Staff should know the possible indicators of abuse and neglect, understand professional boundaries and be familiar with their organisation’s policy.
Regular safeguarding training can help professionals understand how to respond to disclosures, record information accurately, share concerns appropriately and recognise when urgent action is necessary.
Training should be relevant to the person’s role and supported by clear procedures, effective leadership and opportunities to ask questions. A course alone cannot guarantee that every concern will be identified, but it can strengthen the knowledge and confidence needed to respond appropriately.
Professionals with pastoral responsibilities may also benefit from developing a deeper understanding of safeguarding, child welfare, professional practice and the support available to children and families.
Frequently Asked Questions
What is a safeguarding concern?
A safeguarding concern is information or an observation suggesting that a child or another person may be at risk of abuse, neglect, exploitation or harm. It may arise from a disclosure, a change in behaviour, an injury, an online incident or concerns about an adult’s conduct
What are examples of safeguarding concerns in schools?
Examples include unexplained injuries, suspected neglect, bullying, child-on-child abuse, online grooming, exploitation and inappropriate adult behaviour. Changes in attendance or behaviour may also raise concerns, although these signs do not automatically prove that abuse has occurred.
Should I report a safeguarding concern if I am not certain?
Yes. You do not need proof before reporting a reasonable concern about a child’s safety. Follow your organisation’s safeguarding procedures and share the relevant information with the DSL or appropriate authority without delay.
What should I do if a child discloses abuse?
Listen calmly, allow the child to speak in their own words and avoid leading questions or promises of secrecy. Record the information accurately and report it promptly through the appropriate safeguarding procedures; contact emergency services if the child is in immediate danger.
Who should I report a safeguarding concern to?
In a school or nursery, the usual route is to report the concern to the DSL or deputy, following the setting’s policy. If the concern involves the DSL or the usual reporting route is ineffective, use the alternative escalation process or contact the relevant safeguarding authority.
Final Thoughts
A safeguarding concern is any information or observation that raises questions about a person’s safety or welfare. It does not need to be proven before it is reported, and staff should never wait for certainty when a child may be at risk.
Recognising possible indicators of abuse, listening carefully to children, recording information accurately and following the correct reporting procedures are essential safeguarding responsibilities. Schools and childcare settings must ensure that staff understand these procedures and know how to escalate concerns when necessary.
By combining appropriate training with clear policies and a child-centred approach, education professionals can respond more effectively to concerns and help ensure that children receive the protection and support they need.
