Improving early identification of children with SEND at risk of modern slavery

This is a summary of the report: Opening Conversations Improving the early identification of children and young people with SEND at risk of modern slavery in England, based on research conducted by Manchester Metropolitan University in partnership with the National Working Group (NWG).

The report investigates the identification and prevention of modern slavery and exploitation risks for children and young people with Special Educational Needs and Disabilities (SEND) in England, exploring how early identification and supportive dialogue between staff and children with SEND can mitigate risks.

Context

The report addresses the critical need for improved early identification and prevention of modern slavery risks among children and young people with Special Educational Needs and Disabilities (SEND) in England. The study highlights how children and young people with SEND, who often experience social isolation and who may struggle with mainstream education when their needs are not met , are at particular risk of criminal and sexual exploitation. Although precise data on prevalence is limited, earlier studies suggest that children and young people with SEND comprise a significant portion of cases on practitioner caseloads dealing with exploitation. This study emphasises the importance of opening up conversations between children, young people and trusted adults to detect early signs of distress and exploitation risk.. Through engaging with young people, , and frontline staff across multiagency children’s services, this research seeks to address the gaps in current identification tools and practices, advocating for more proactive and tailored preventative interventions to safeguard children and young people with SEND.

Methodology

The study combined a rapid review of existing literature, online consultations with professionals, and workshops with young people aged 16 to 25 with SEND and/or lived experience of exploitation. The review examined current prevention tools and toolkits, especially those intended for identifying children at risk of exploitation, to assess their applicability and effectiveness for children with SEND. Online consultations with 26 staff members across education, youth justice, and health sectors provided insights into flags for concern, communication strategies, and the resources available for initiating conversations with at-risk youth. Additionally, workshops with young people explored what qualities define a trusted adult and how staff could approach them regarding concerns. The research findings were then analysed through thematic coding to identify core themes and insights on early intervention strategies for children and young people with SEND at risk of exploitation.

Key findings

Section 1: Identification and prevention – tools, resources, and understanding of staff

The report found that while current identification tools provide foundational knowledge on modern slavery and exploitation, they often lack specific support for early prevention measures for children with SEND. Many toolkits, designed to identify exploitation after harm occurs, do not sufficiently account for SEND-specific risks. Although some tools now acknowledge SEND as a vulnerability factor, they rely on tick-box approaches, limiting personalised insights into each child’s unique needs. The lack of SEND-tailored resources highlights a gap, particularly as early behavioural cues in children with SEND may differ or be assumed to be related to a child’s disability, thus requiring more nuanced observation and intervention.

Flags and indicators – staff and young people’s recognition of risk signs

Both staff and young people identified behavioural changes as key indicators of distress or risk, with a need to understand each child’s ‘baseline’ to detect subtle shifts such as social withdrawal, behaviour seen as challenging , or changes in school performance. Recognising these signs is especially important for children and young people with SEND, who often communicate distress non-verbally. The report underlines the need for staff to engage in proactive observation and professional curiosity, rather than waiting for explicit disclosures, to recognise early signs of risk.

Section 2: Trusted staff faces – the importance of knowing and being known

The study highlights the importance of trusted, approachable adults, or “faces,” who establish safe spaces and build trust with children with SEND. Young people stressed that they are more likely to open up to adults who show genuine interest, consistency, and understanding. For children with SEND, who may find it challenging to seek help directly, a proactive approach from staff is essential. Building strong, trusting relationships with young people, based on individual needs and communication styles, is a foundation for early intervention. Young people stated clearly however, that trust was broken with staff if they did not understand or support them in terms of their SEND needs.

Section 3: Spaces – time and environment for open conversations

Creating supportive “spaces” for meaningful dialogue between children and staff is essential. This includes not only physical settings but also the organisational culture in schools and other environments where young people interact. Flexibility within school timetables and manageable workloads are important to allow staff to engage in conversations without time pressure. Young people highlighted that environments need to be accessible, private, calm, and welcoming, rather than clinical or punitive, to foster open dialogue. The report suggests that structural changes are needed to reduce the barriers that prevent staff from engaging meaningfully with young people.

Section 4: Places – to be heard and to hear

The report underscores the importance of specific “places,” such as schools and community spaces, where children feel safe to communicate with trusted adults. The young people identified that schools play a particularly significant role in providing a protective environment. However, punitive measures like exclusion and isolation rooms can undermine the sense of safety and trust increasing the risk of exploitation. Staff noted that exclusion often leaves children without the support they need, while young people described isolation practices as alienating. The report calls for a reassessment of school disciplinary measures to maintain educational settings as safe, supportive spaces for children with SEND.

Section 5: Creating a culture of conversation

The report advocates for establishing a “Culture of Conversation” across educational and youth settings, in which safeguarding involves proactive, ongoing dialogue rather than reactive interventions. Such a culture would empower staff to approach children when they sense something is amiss, rather than waiting for children to self-disclose. Training and resources are critical to support staff in recognising and addressing subtle signs of risk, with young people expressing a preference for being approached directly. This proactive approach aligns with professional curiosity, whereby even small behavioural or emotional changes are taken seriously, rather than dismissed as typical adolescent behaviours or attributed to SEND.

Recommendations

National Government

1. Policy integration: a unified policy approach across educational and social care sectors is essential to support children with SEND at risk of exploitation. This approach should ensure that inclusive, supportive environments are the standard in all educational institutions.
2. Resources and guidance: the department for education (DFE) should provide resources and guidance to help school leaders foster inclusive environments. This includes spaces conducive to preventative conversations, safeguarding, and early interventions.
3. Limiting restrictive practices: update guidance on restrictive practices such as isolation to discourage punitive measures that alienate children. Instead, promote supportive strategies that consider each child’s individual needs and context.
4. Exclusion as a safeguarding issue: recognise school exclusion as a potential safeguarding risk that requires a multi-agency response to prevent vulnerability to exploitation.

School leadership

1. Fostering a ‘culture of conversation’: create a school culture that values and promotes open communication between staff and students. This involves facilitating flexible schedules, dedicating spaces for private conversations, and reducing punitive responses.
2. Eliminating punitive discipline: transition from punitive disciplinary approaches to supportive practices that view challenging behaviours as indicators of unmet needs rather than disruptions. Staff should be encouraged to use empathetic and patient approaches.
3. Wellbeing plans for students: develop personalised wellbeing plans that include identifying a trusted adult and providing accessible ways for children to seek support. Regular feedback from students on school culture and staff relationships should inform ongoing adjustments.
4. Staff training: comprehensive training on the complexities of modern slavery, exploitation, and SEND is critical. This would equip staff with the skills to identify early indicators of risk and maintain professional curiosity.

Frontline staff in educational and youth settings

1. Recognising behaviour as communication: staff should interpret behaviours as forms of communication, listening actively and opening conversations when they observe changes or distress signals.
2. Noticing and responding proactively: staff are encouraged to reach out to children, rather than expecting disclosures. Knowing when and where to approach a child in a comfortable, private setting is key to fostering trust.
3. Building trusted relationships: recognising that children with SEND may need a more tailored approach, staff should avoid assuming that one size fits all and instead build relationships based on individual needs and preferences.
4. Flexible access to support: allow children to choose whom they approach for help, recognising that trust is often built with individuals rather than roles. Avoid rigidly assigning safeguarding responsibilities to specific roles if it undermines a child’s choice of a trusted adult.
5. Appropriate communication: staff should avoid jargon or triggering language, especially when discussing exploitation, and ensure that their communication is clear, specific, and sensitive to individual needs of children with SEND.

Conclusion

This research underscores the need for a fundamental shift in how schools and related settings address safeguarding for children and young people with SEND. Establishing a "Culture of Conversation" that empowers trusted relationships, creates accessible spaces, and maintains supportive practices can prevent the exploitation of children and young people with SEND. Through comprehensive policy adjustments, school culture reform, and tailored support, these recommendations provide a robust framework to improve early intervention and ensure that all children are protected from exploitation and harm.