We recognise that creating a safe and inclusive online environment for all learners, including those with Special Educational Needs and Disabilities (SEND), is both a statutory requirement and a moral imperative. Therefore, an effective whole-school online safety framework must reflect the unique needs of SEND students while aligning with wider safeguarding policies.
What Frameworks Should I Adopt?
The Online Safety Act 2023, Keeping Children Safe in Education (KCSIE), and the Relationships and Sex Education (RSE) curriculum form the legislative backbone of digital safeguarding in schools. These frameworks mandate schools to provide a safe digital environment and equip students with the skills to navigate online spaces responsibly. However, for SEND students, mainstream policies may not be sufficient as their needs often require adaptation and flexibility.
Key Elements to Include in a School's SEND Policy
Recognition that pupils with SEND:
- May struggle to transfer learned safety rules into real-time action.
- Are often more vulnerable online due to their developmental and cognitive profiles.
- May have advanced digital abilities despite lower overall functioning, which increases their exposure to risk.
Online safety should not be generic; it must be:
- Immersive, visual, and experiential.
- Tailored to developmental levels and individual learning styles.
- Framed in real-life, relatable scenarios to support meaningful understanding.
Teach digital literacy within the context of:
- Positive digital behaviours.
- Safe communication using school-managed platforms (e.g. Teams).
Practical skills like password safety and accessing assistive tech tools for those with physical or sensory impairments.
- Enable controlled peer-to-peer communication in school platforms (e.g., Teams chat).
- Monitor and address digital interactions in real-time.
- Provide opportunities for positive online socialisation through enrichment activities.
Regularly inform and educate parents/carers about:
- Online safety.
- School filtering/monitoring systems.
- The digital tools and platforms their children are using.
- Acknowledge potential risks (e.g., deepfakes, misuse of AI tools).
- Include staff training and risk assessments for any AI use in the school environment.
- Explicitly state that AI-related bullying will be treated under the school's behaviour policy.
A Whole School Approach
A whole-school commitment is essential. Senior Leadership Teams (SLTs), Designated Safeguarding Leads (DSLs), governors and trustees must actively champion online safety, ensuring it is embedded into the school's culture, rather than being seen as a standalone issue. This includes regularly reviewing and updating policies, providing adequate training, and fostering a school-wide ethos of digital responsibility.
Policies should be inclusive, easy to understand, and accessible to all stakeholders. This might mean adapting language for clarity, using visual supports, or providing alternative formats for those with additional needs. It is important to highlight that many parents of SEN children are also SEN themselves so providing accessible info is essential. Clarity and consistency in messaging are key to building trust and ensuring compliance.
Staying Informed and Prepared
Staff training is critical. Every staff member, from teachers to administrative personnel, should receive induction training that includes an understanding of online risks specific to SEND students. Ongoing professional development ensures staff remain informed about emerging technologies and threats.
An inclusive framework doesn't just protect; it empowers. By considering the unique barriers faced by SEND learners, schools can create an environment where all students can explore, learn, and connect online with confidence. Establishing such a framework is not a one-time action but a continuous process of reflection, adaptation, and collaboration.
