Targeted support needed to prevent exploitation of children with SEND, say researchers

Opening conversations between young people with special educational needs or disabilities (SEND) and the staff they have regular contact with can help identify and prevent exploitation and modern slavery, according to a new research study.

Previous research from the team at Manchester Metropolitan University (who worked in partnership with the National Working Group) found that children with SEND are at greater risk of criminal and sexual exploitation, and the study highlights a ‘critical need’ for improved early identification and prevention of modern slavery risks among this group.

Creating a ‘culture of conversation’ between children with SEND and the staff they work with

The study, Opening Conversations: Improving the early identification of children and young people with Special Educational Needs and Disability at risk of modern slavery in England, combined a review of existing literature, online consultations with professionals (including staff from the education, youth justice, and health sectors) and workshops with young people aged 16 to 25 with SEND and/or lived experience of exploitation.

Professionals were asked about flags for concern, communication strategies, and the resources available for initiating conversations with at-risk youth, while young people with SEND were asked about what qualities define a trusted adult and how staff could approach them regarding concerns.

Core themes and insights on early intervention strategies for children and young people with SEND at risk of exploitation were then identified: identification and prevention, trusted staff faces, spaces for open conversations, places to be heard and seen, and creating a culture of conversation.

The researchers also highlighted key areas for improvement. For example, they found that while many toolkits now acknowledge SEND as a vulnerability factor, they often rely on a ‘tick box’ approach that fails to capture the nuances of individual needs. They also found that existing tools primarily focus on identifying exploitation after it has occurred, rather than preventing it.

The authors highlight the need for staff to be trained in recognising early warning signs of exploitation in children with SEND and to be equipped to initiate conversations. The researchers argue that staff should be proactive in approaching children and initiating conversations rather than waiting for children to disclose. They suggest simple opening questions such as, “I’ve noticed… is everything okay?” or “Do you need to talk?”

Meanwhile, the young people who participated in the study emphasised the importance of trust in facilitating these conversations. They stressed the need for staff to demonstrate genuine care, understanding, and respect for their individual needs. They highlighted the importance of staff “knowing the whole person” and not just focusing on their diagnosis or ‘label’.

They also shared several key qualities they look for in a trusted adult. This includes, professionals who get to know the ‘whole person’, remember small details, talk about their own lives, set clear boundaries and those who are honest and truthful.

Identifying and overcoming barriers

Several barriers that can prevent open conversations from taking place were also identified by the researchers, including a lack of time, access, training and specialist support. To overcome these barriers, the authors make a series of recommendations for the government, school leadership teams and frontline staff:

For government:

• Develop joined-up policies to address modern slavery and harm in children with SEND, with a focus on inclusive education and increased support resources.
• Support school leaders in creating inclusive environments that foster open communication.
• Reduce the use of restrictive practices like isolation in schools.
• Recognise exclusion as a safeguarding concern requiring a multi-agency response.

For school leadership:

• Develop ‘cultures of conversation’ within their schools by creating time, spaces, and flexibility for trust-building and open communication.
• Support staff in moving away from punitive disciplinary approaches and toward understanding behaviour as communication.
• Develop individual wellbeing and safety plans with each student, identifying a trusted staff member of their choice.
• Implement training for all staff on modern slavery, exploitation, and SEND.

For frontline staff:

• Recognise behaviour as communication and initiate conversations.
• Notice even subtle changes in children’s behaviour and be professionally curious.
• Approach children proactively and create safe, accessible environments for conversations.
• Be mindful of facial expressions, language, and approachability, and recognise that you may not be the right trusted member of staff for every child.

Anita Franklin, Professor of Childhood Studies at Manchester Met, who led the research, said: “This research explored directly with young people what would help practitioners identify issues in a child’s life that may create vulnerability and the conditions where perpetrators are targeting this group.

“The young people reported repeatedly that trusted adults particularly school staff who understand their needs, behaviour and ways of communication are key to opening conversations where children can talk about issues affecting their lives and when they might feel unsafe in the community or online.”

Lauren Nicolle

Lauren is a qualified journalist who writes primarily across the health and social care sectors. She is passionate about exposing the injustices faced by people with a learning disability, with a particular focus on equal access to healthcare.

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