For the latest in the Safeguarding Around the World series, we chat to Ian Thurston, principal of Dubai International Academy Al Barsha, about the importance of making staff aware of local laws when it comes to safeguarding - and of recognising the subtle differences in meaning that words and phrases can have.

He also explains why he believes the pandemic may have helped to tackle some safeguarding concerns in relation to online behaviours but that ongoing training around all safeguarding issues remains a vital aspect of the school’s work.

What are some common safeguarding issues you face?

Commonly, safeguarding concerns are categorised as either physical, emotional, sexual or neglectful. Physical abuse is often the easiest to identify as there are clear signs, meaning it is the most reported. It may include self-harm.

Neglect cases can arise in relation to a parent having a lack of time for a child as well as emotional concerns in terms of pressure being applied to achieve the top grades.

Safeguarding issues also arise in terms of students sharing content via social media. It is important for them to understand that anything shared electronically, even if only intended for one person, can be shared instantly with thousands more.

How do you ensure a consistent approach to safeguarding?

Training is key for all stakeholders. You never know when a safeguarding concern will arise, therefore you have to know the procedures and be reminded regularly, in order to act correctly should something occur.

It can be difficult in an international setting, where people come from different backgrounds and have different perceptions of what is right or wrong.

It is important to share with everyone what the local laws are regarding safeguarding and child rights, and what the school policy is in terms of expectations and responses, including who the designated safeguarding officers are, as they will ultimately decide on the action taken.

Creating an environment where everyone can report anything that they feel uncomfortable about, without fear, is as important as knowing what action to take, because if there is no reporting, there will never be any action taken to protect a child.

Ensuring that there is clear safeguarding information on websites and job adverts, as well as asking the right questions during the interview stage, can increase the likelihood that your recruitment strategies will support your safeguarding processes.

Have you seen safeguarding issues grow post-pandemic?

If anything, I’ve seen fewer online safeguarding issues since the pandemic.

I think everyone was so cognisant of the potential concerns of children being online so much that extra work was put in place to help them understand how to protect themselves.

There are still cases, but I actually think the pandemic helped to raise awareness of online safety.

How do you stay aware of emerging safeguarding issues?

Working with local colleagues to understand the issues presenting themselves and sharing preventative measures is helpful. It’s important to understand that whatever we put in place, new issues will arise, so we have to keep up to date.

Schools need to regularly audit and review their provision to see what concerns are arising and how they can prevent them going forward. There is a lot of information online, such as on commonsensemedia.org, which can guide schools and parents.

How do you ensure staff training is kept up to date?

Keeping a log of all staff who have attended training is a start and also conducting training for any new joiners as part of their induction.

Any training needs to be updated as part of the school audit and review to ensure that it remains relevant, as needs and themes will change over time and new dangers will arise, such is the pace of change in technology or changes in local laws.

Does the mix of nationalities among pupils present an extra challenge with safeguarding?

Yes. Different cultures have different approaches to many things, and parenting, in terms of what is considered acceptable and what is not, is no different.

Added to the mix is the fact that some words are considered acceptable or extremely offensive depending who you talk to, and difficult conversations around safeguarding may require an interpreter, who you hope is getting your message across as you intend. Also, sometimes a child can’t accurately describe what is happening, perhaps making things sound more serious, or less serious, than they may actually be.

As families are often moving schools or countries, it is important to request any safeguarding concerns from previous schools in order to protect a child.

What about with parent backgrounds?

The key thing is understanding the local laws and any updates that may be issued in relation to child safeguarding.

These are in place to make it easier for schools as there is clear guidance about what is deemed acceptable and what is not, as well as where to report any concerns.

What are your processes for following up on any incidents?

The initial step is training for all stakeholders, setting expectations and being clear on what are actions of concern. This training should have clear reporting instructions, so that everyone knows who they need to go to if they see or hear something of concern.

The safeguarding team will review concerns raised, deciding on suitable actions and determining follow-up. Records are securely kept in order to follow cases or to report them to the authorities.

How do you keep your safeguarding knowledge up to date?

Training for leaders should be updated every couple of years, using an approved external trainer licensed to provide training.

There are also networks of local schools where informal information regarding presenting issues and any preventive processes can be shared.

Ian Thurston is principal of Dubai International Academy Al Barsha