Mental health charity Young Minds recently reported that the number of mental health referrals for children in crisis is at an all-time high. In May 2023 the number of urgent referrals for under-18s was three times higher than it was in the same month in 2019.
The sad reality is that a lot of these children in crisis might not get the level of support they really need, as schools are finding that more and more referrals are being sent back to them, with no action from external services. This puts incredible strain on schools’ safeguarding and pastoral teams.
With that in mind, here are a few things for designated safeguarding leads to think about as we try to navigate our way through the new academic year.
Tips for designated safeguarding leads
Ensure you have enough staff
Do you have adequate numbers of staff focused on safeguarding? Do you have deputy designated safeguarding leads (DDSLs) or other members of staff in your safeguarding team who can pick up jobs and share the load?
If the answer is “no”, consider whether there is scope (in secondary schools, in particular) for non-teaching staff to take some pressure off pastoral staff with teaching responsibilities. Budgets are very tight at the moment, so if there is no chance of taking on new staff, adapting the roles of current staff could be an option.
Make time
In a job where literally anything can happen, it can be difficult to factor “free” time into your day so that you can get things done - but that doesn’t mean you can’t try.
Are there times when you can take a back seat and the DDSL can take the lead, giving you a bit of time to get some of the strategic work done? Are you having meetings that could be shorter or that aren’t really needed at all?
Review your working week and look for any opportunities to claw back some time. If you have teaching responsibilities, review the timetable: are there opportunities to free up some lessons?
Reinforce your support system
A support system is vital in safeguarding, and that system should be wide and varied. This starts in school, with your team and the headteacher. But if you are in a trust, you should also have a safeguarding lead who you can lean on for support, as well as the local authority safeguarding lead, who can offer advice as needed.
Every member of your team will hopefully have supervision arranged, as well, preferably with someone from an external agency. The DSL offering supervision to the team isn’t good enough; speaking to someone outside of school gives them the freedom to talk openly and also takes another job off the DSL’s shoulders.
Never forget the positives
We deal with some truly terrible things in safeguarding. I’ve had a number of students sit in my office and say to me: “Sir, how do you do this job?”
Despite that, there will always be positives; hold on to those moments of positivity for dear life. I keep a folder in my inbox for any positive emails I receive from parents, students and external services. I also keep cards from students and parents, which I plan to put into a scrapbook. When things get tough, a quick look through the folder or through the cards can be a huge boost and a great reminder of why we do this job.
It’s also important to embed that positivity across your team as best you can. In team meetings, always talk about the positives. What has gone well? Who are our success stories?
Set boundaries, and put yourself first
As much as we want to, we can’t do everything. We can’t always be there for the students, as hard as that can feel at times.
There is no expectation for DSLs to be available throughout school holidays, unless there is an event or trip taking place. You don’t need to be checking in on large numbers of students and making calls during the holidays. Instead, take the time to rest, recharge and look after your own wellbeing.
The analogy of oxygen masks on an aeroplane is particularly pertinent in safeguarding: make sure you put your own oxygen mask on first before attempting to help everyone else.
Thomas Michael is a safeguarding lead
