The role of school staff in supporting the online safety of SEND students cannot be overstated. Designated Safeguarding Leads (DSLs) and teaching staff are at the frontline of digital safeguarding and must be well-equipped to address the complex challenges SEND learners face.
It is generally the case that children with SEND use the same devices and consume much of the same content as their peers so there must be understanding from staff that there will always be the ongoing risk of young people experiencing online harm.
Training and Staff Development
Initial training during staff induction is essential and should cover not only general online safety principles but also specific considerations for SEND students. This includes recognising that online risks may manifest differently in this group and that typical signs of harm might be masked by other behavioural traits or communication difficulties.
Regular and ongoing professional development ensures staff remain up to date with the rapidly evolving digital landscape. This includes:
Understanding emerging apps
Awareness of online trends
Awareness of online harms/challenges
Risks and benefits of online platforms
For example, knowing the privacy settings on a new gaming app or being aware of a trend that may encourage harmful behaviours online can inform timely interventions.
Addressing Wellbeing
Specialist SEND-focused training is particularly valuable. This may involve exploring case studies, participating in scenario-based workshops, or engaging with external experts to deepen understanding of how online harm presents in students with autism, ADHD, speech and language difficulties, or social-emotional needs.
Digital wellbeing strategies are also critical. Staff should be equipped to guide students in managing screen time, setting healthy boundaries, and practising digital self-care. Encouraging reflective activities like digital diaries or peer discussions can help SEND students articulate their online experiences and develop a balanced relationship with technology.
Disclosures and Reporting
Handling disclosures of online harm requires particular care and skill. Staff should follow clear, consistent protocols and be trained in communication strategies that accommodate the needs of non-verbal or minimally verbal students. Ensuring that all children can report concerns (whether through talking, drawing, or assistive technology) is fundamental to safeguarding.
Remember: Empowered staff create empowered students. By investing in comprehensive, SEND-informed training for all school personnel, schools create a robust foundation for digital safety and resilience.
