Understanding Safeguarding in a University Setting
Many students and staff encounter situations where they feel concerned about someone's welfare, safety or wellbeing but are unsure whether what they are seeing amounts to a safeguarding concern.
It is common to wonder:
- "Am I overreacting?"
- "Is this safeguarding or just a wellbeing issue?"
- "Should I raise a concern?"
- "What if I get it wrong?"
- "What if they don't want help?"
The purpose of safeguarding is not to label people or create unnecessary interventions. It is about recognising when someone may be vulnerable, at risk of harm or in need of additional support and taking appropriate action to help keep them safe.
If something does not feel right, it is often better to seek advice than to ignore a concern.
What Is Safeguarding?
Safeguarding is about protecting people's health, wellbeing and human rights and enabling them to live, learn and work safely.
In a university setting, safeguarding may involve:
- Protecting students and staff from harm.
- Responding to welfare concerns.
- Identifying abuse or neglect.
- Managing risks to vulnerable individuals.
- Supporting people experiencing crises.
- Working with external agencies where appropriate.
Safeguarding is everyone's responsibility.
A Safeguarding Concern Does Not Always Mean Immediate Danger
Many people assume safeguarding only applies when there is an emergency.
In reality, safeguarding concerns often emerge gradually.
Examples may include:
- A student becoming increasingly withdrawn.
- Significant changes in behaviour.
- Repeated welfare concerns.
- Concerns about exploitation or abuse.
- Escalating mental health difficulties.
- Increasing vulnerability.
Early intervention can often prevent situations from becoming more serious.
Signs That May Indicate a Safeguarding Concern
There is no single sign that someone is experiencing harm or difficulty.
However, concerns may arise where you notice significant changes or patterns.
Changes in Behaviour
Examples may include:
- Becoming unusually withdrawn.
- Significant mood changes.
- Increased distress or anxiety.
- Uncharacteristic aggression or anger.
- Appearing fearful of another person.
- Loss of confidence.
- Social isolation.
Significant Changes in Engagement
Examples may include:
- Repeatedly missing classes.
- Sudden disengagement from study.
- Failure to respond to communications.
- Significant changes in academic performance.
- Concerns raised by multiple staff members.
Concerns About Safety
Examples may include:
- Fear of another person.
- Reports of harassment or abuse.
- Threats or intimidation.
- Stalking behaviour.
- Domestic abuse concerns.
- Exploitation concerns.
- Online abuse or coercion.
Mental Health and Emotional Wellbeing Concerns
Examples may include:
- Expressions of hopelessness.
- Significant emotional distress.
- Self-harm concerns.
- Suicidal thoughts.
- Behaviour suggesting a mental health crisis.
- Concerns raised by friends or family.
Not all mental health concerns are safeguarding concerns, but safeguarding may be required where risks are elevated or someone appears unable to keep themselves safe.
Concerns About Children
Safeguarding concerns relating to anyone under 18 years old should always be taken seriously.
Examples may include:
- Abuse or neglect.
- Sexual exploitation.
- Physical harm.
- Emotional harm.
- Online exploitation.
- Significant welfare concerns.
If you are concerned about a child, advice should be sought immediately.
Concerns About Adults at Risk
Some adults may be more vulnerable because of:
- Disability.
- Mental ill health.
- Illness.
- Care and support needs.
- Dependency on others.
Examples of concerns may include:
- Abuse.
- Neglect.
- Financial exploitation.
- Coercive control.
- Self-neglect.
- Exploitation.
Safeguarding or Support to Study?
Sometimes staff are unsure whether a concern should be raised through Support to Study or through Safeguarding.
A useful question is:
"Am I primarily concerned about the student's ability to engage with their studies, or am I concerned about their safety, welfare or risk of harm?"
Support to Study
Support to Study may be more appropriate where concerns relate to:
- Academic engagement.
- Attendance.
- Participation.
- Emerging wellbeing concerns.
- The need for additional support.
Examples:
- A student has stopped attending lectures.
- Academic performance has declined.
- Staff are worried about wellbeing but no significant risk is identified.
Safeguarding
Safeguarding may be more appropriate where concerns relate to:
- Risk of harm.
- Abuse.
- Exploitation.
- Significant vulnerability.
- Self-harm or suicide risk.
- Domestic abuse.
- Stalking.
- Serious welfare concerns.
Examples:
- A student discloses abuse.
- There are concerns regarding exploitation.
- A student appears at risk of serious harm.
- Significant self-harm concerns are identified.
Safeguarding or Emergency?
Some situations require immediate action.
Examples may include:
- Immediate risk to life.
- Serious self-harm concerns.
- Suicide risk.
- Serious threats of violence.
- Medical emergencies.
- Ongoing abuse where someone is in immediate danger.
In these situations:
- Contact emergency services where appropriate.
- Follow university emergency procedures.
- Notify safeguarding services as soon as possible.
Do not wait for a safeguarding referral to be processed before acting in an emergency.
What If I Am Not Sure?
You do not need to be certain that abuse, harm or risk is occurring before seeking advice.
Safeguarding concerns are often identified because:
- Something feels different.
- Behaviour has changed.
- Several small concerns begin to form a pattern.
- Someone discloses information.
- Another person raises concerns.
If you are unsure:
✓ Seek advice.
✓ Discuss concerns with the appropriate service.
✓ Raise a concern if you believe someone may be at risk.
It is usually better to share a genuine concern than to ignore it.
What Happens If I Raise a Safeguarding Concern?
Raising a concern does not automatically mean that:
- Emergency action will be taken.
- External agencies will be contacted.
- Formal procedures will begin.
The concern will be assessed by appropriate professionals who will consider:
- Risk.
- Safety.
- Support needs.
- Wishes and feelings.
- Available options.
The aim is always to provide the most appropriate and proportionate response.
Looking Out for One Another
Students, staff, friends, colleagues and family members are often the first people to notice when something is wrong.
You do not need specialist safeguarding training to:
- Notice concerns.
- Check in with someone.
- Seek advice.
- Raise a concern.
Small actions can sometimes make a significant difference.
Key Message
You do not need proof that someone is at risk before seeking advice or raising a concern.
If you are worried about someone's safety, welfare, wellbeing or vulnerability, trust your instincts and seek guidance.
Safeguarding is about recognising concerns early, responding appropriately and helping people access the support they need to remain safe and well.