Safeguarding children with SEND is everyone's business and is not the sole responsibility of specialist teams. We take a partnership approach to safeguarding all children regardless of their vulnerabilities.

Children with SEND may have:

• additional needs
• additional support for learning
• additional learning needs

Being aware of the added vulnerabilities that SEND children may encounter will help you to better protect them.

Some children may have additional vulnerabilities because they:

• have additional communication needs
• do not understand that what is happening to them is abuse
• need intimate care or are isolated from others
• are dependent on adults for care

Identifying strengths in children with neurodiversity can help to safeguard them from harm and abuse

We know that children who experience neurodiversity are more at risk than neurotypical children as they have an over trusting nature and need a little extra help to safeguard them from harm. Understanding how a neurodiverse child perceives the world and what they need to keep them safe from harm is an essential blueprint to effective safeguarding.

How to reduce risk

• Inclusivity reduces stigma and promotes acceptance many children and adults with neurodiversity have low self-esteem which can lead to people pleasing behaviour, sometimes risk taking behaviour might look like 'fitting in' to a child, be that from a positive or negative environment.
• Access to tailored resources access to sensory-friendly spaces gives a child a chance to calm the mind when in overwhelm, visual aids help to process, and flexible routines help accommodate diverse needs
• Unique cognitive abilities many excel in creativity, pattern recognition, empathy, long term memory and a unique perspective (which can make them excellent problem solvers) as well as hyper focus on areas of interest
• Self-awareness understanding their own strengths and abilities will empower them to know how to communicate their needs, worries and fears without fear of rejection (see rejection sensitivity dysphoria which is common for most people with ADHD). Knowing that there isn't something 'wrong' with them prevents mental ill health.
• Coping strategies Techniques like mindfulness, structured routines, and sensory regulation can help to reduce anxiety and burnout. Allowing a child to recognise their own patterns establishes good techniques for the future
• Early identification and intervention can prevent isolation, misunderstandings and escalations of low self-esteem as well as academic struggle

We know that many challenges neurodiverse children face often comes from inaccessible environments and rigid expectations and not from the child themselves. Be mindful to not to expect a neurodivergent child to fit into a neurotypical world.

...and how does it affect a neurodivergent child?

Executive functioning controls the mental skills that help us manage time, stay organised, regulate emotions, and complete tasks. These skills are crucial for navigating everyday life and they often show up differently in neurodivergent individuals.

Executive dysfunction isn’t about laziness or lack of motivation. It’s often rooted in neurological differences, developmental factors, or trauma. Misunderstanding these challenges can lead to stigma or misdiagnosis, especially when someone appears “high functioning” in other areas.

It is extremely difficult for a child with neurodiversity to do many things that a neuro typical person would take for granted and can range from any, many or all of the following:

• short term memory - can be difficult when retrieving information for exams for example or remembering appointments and recall of expectations, tasks and pertinent points from lessons or conversations. Many will have too many thoughts, ideas, feelings to process at once; sometimes described as feeling like a 'computer virus in the head' which is taking up too much space
• difficulty staying focussed - listening for a long time without being distracted by noise, textures, smells, intrusive thoughts or ideas (they may need to communicate these straight away before they lose track of thoughts). Switching between tasks or adapting to change can be harder, especially for those with autism or ADHD
• emotional dysregulation - it may be hard for a child to push overwhelming feelings or ideas to one side without them becoming intrusive, catastrophising events, or overreacting to perceived threats such as criticism or being ignored. Frustrations can become all-consuming if they aren’t recognised and dealt with
• hypervigilance or hyperactivity (internal or external) - a child who does not have a stable home and who feels unsafe may be in a constant state of hypervigilance / hyperactivity
• regulation of sleep - poor sleep through an overactive mind, nutrition and anxiety can be a catalyst to overwhelm and burnout, which can perpetuate the a cycle of negativity that many unsupported children find it impossible to get out of
• managing actions - may look like restlessness, difficulty in changing pace - either speeding up or slowing down, risk taking, keeping quiet and time management

Remember executive dysfunction is not a choice. A neurodiverse child will likely be battling with many issues quietly, without your awareness and sometimes their own. Transitional changes, sudden changes such as loss and grief, divorce and abuse will have a huge impact on the neurological functioning of a neurodiverse child. If a child is undiagnosed these problems can be greatly exacerbated, particularly by hormonal fluctuations.

Connecting emotions

It is important to remember that when a child is non-verbal it does not mean they do not understand nor that they cannot communicate at all. It is the job of the professionals supporting to understand the child’s chosen method of communication and use this (where possible). Often, non-verbal children can be intelligent beyond their years but haven't found their voice, so exploring other ways to communicate without words is essential. Non-verbal children, as well as other children on the spectrum, generally struggle with connecting their emotions. Emotional overload can cause a physical shut down which they may not be able to understand.

There are many tools that can be used to encourage communication such as flash cards and colouring books which explore the use of colour to explain emotions.

A child may be verbal in one setting and non-verbal in another, such as at home when feeling safe but become non-verbal at school when they are overstimulated, or a mixture of both, depending on their emotional state. This is generally known as selective mutism. Providing a safe space for a child will allow them to process what is going on for them at that time and be able to communicate this with a trusted adult when they are ready.

If a child has been abused, providing a picture such as a body chart / silhouette may help the child to communicate where they are feeling an emotion or where in their body, they have been hurt. Building trust with a non-verbal child is essential in keeping them safe from harm.

Children with complex care needs often require a coordinated approach from agencies such as health, education, and social care.

Safeguarding these children is particularly important as their increased vulnerability, due to physical, cognitive, or emotional challenges, can heighten risks of neglect, abuse, or exploitation. It demands a proactive, multi-agency approach that prioritises their voice, ensures consistent monitoring, and addresses both their medical and emotional well-being.

Practitioners should remain vigilant to signs of harm that may be masked by their care needs, advocating for environments that are not only safe but also nurturing and inclusive.

Sometimes, however, what may look like neglect or harm may not actually be the case. Interventions may need to be put in place to help the parent of a child with complex health needs cope better with every day life. If you have any worries or concerns, speaking to the complex care team as well as other agencies may be all that is required to better safeguard a child.

• Complex care team click here for more information
• Short breaks info click here for information
• Training [link ppt slides]

To protect children with complex health needs, professionals should:

• Listen to the child’s voice, including non-verbal communication.
• Ensure accessible education on safety and relationships.
• Maintain professional curiosity, don’t assume behaviours are just part of the child’s condition.
• Work closely with families and multidisciplinary teams to monitor wellbeing.
• Provide extra pastoral support and safe spaces for disclosure.

explore these one-minute guides when working or volunteering with children with SEND in their family.

• 1MG Neurodiversity
• 1MG Short Breaks
• 1MG Safeguarding deaf children
• 1MG SENDIASS - Special Educational Needs and Disabilities Information Advice Support Service
• etc
• etc
• etc