Safeguarding Children with SEND: Understanding Their Vulnerability
Safeguarding Children with SEND: Understanding Their Vulnerability
Children with special educational needs and disabilities (SEND) bring incredible strengths, perspectives and resilience to the world around them. But it’s also important to acknowledge that they can be more vulnerable to abuse and neglect — and that means our safeguarding response must be thoughtful, informed and proactive.
There are many reasons for this increased vulnerability. Some children with SEND may have difficulties with communication, making it harder for them to tell someone when something is wrong. Others may rely more heavily on adults for personal care or support, increasing the number of people involved in their daily routines. Sadly, this can sometimes create opportunities for abuse to go unnoticed. In addition, assumptions about behaviour, understanding or capacity can lead to concerns being missed or dismissed.
As both a safeguarding trainer and a mother of children with SEND, this issue is deeply personal to me. I’ve seen first-hand how vital it is that we create environments where children with additional needs feel safe, heard and respected. Every child deserves to be protected — but for children with SEND, safeguarding requires an extra layer of awareness, sensitivity and training.
Recently, I completed a parent-led CBT course with CAMHS to help support my own child, who has ASD and ARFID. It was a powerful reminder of how complex, exhausting and rewarding the world of SEND parenting can be. With over 20 years’ experience working with children with special educational needs, my focus has always been on their safeguarding and welfare — ensuring children are not only supported, but truly protected. That combination of professional knowledge and lived experience gives me a unique perspective, and it’s something I bring into every Secure Foundations Training session. Our courses are grounded in real-life scenarios and practical strategies, helping staff to recognise and respond to safeguarding concerns with both confidence and compassion.
We must listen carefully, notice the small changes, and ensure that every adult who works with children understands how vulnerabilities can present differently. It’s not just about policies and procedures; it’s about empathy, vigilance and the belief that every child’s voice matters — no matter how they communicate it.
By strengthening our understanding and adapting our practice, we build truly secure foundations for all children, including those with SEND.
Here are three useful, articles that discuss safeguarding children with SEND:
“Safeguarding children with special educational needs and disabilities (SEND)” — NSPCC
This guidance outlines additional vulnerabilities, barriers to disclosure, and responsibilities for schools and professionals working with children with SEND.
→ NSPCC: Safeguarding children with special educational needs and disabilities NSPCC Learning“Safeguarding Children with Disabilities: A Life Course Perspective” — Flynn et al. (2024, full article)
This paper examines how children with disabilities face increased risks across their life courses, and explores barriers to effective safeguarding.
→ Full article: Safeguarding children with disabilities: a life course perspective Taylor & Francis Online“Neglect of Children with Disabilities: A Scoping Review” — PMC / National Institutes of Health
This review focuses specifically on neglect and highlights risk factors such as caregiver dependency, social isolation, and difficulties in expressing needs.
→ Neglect of Children with Disabilities: A Scoping Review PMC
