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Introduction
Educational psychologists work with children and young people who have special educational needs, disabilities, or other barriers to learning.
Educational psychologists may identify behavioural or emotional signs of trauma that could be linked to sexual abuse. Their insights provide context for multi-agency safeguarding decisions (e.g. whether a child’s difficulties are due to developmental conditions, unmet educational needs, or possible trauma/abuse). Educational psychology reports can help ensure that tailored support is provided to children who may have been abused, including therapeutic interventions.
If there are concerns about a child who is on a school roll, the educational psychologist will usually share relevant information with the school’s Designated Safeguarding Lead/Person (DSL/DSP), who can consider the concerns alongside other information and make or coordinate a referral to children’s social care where appropriate.
Educational psychologists may also identify safeguarding concerns directly through their assessment work, observations, or discussions with children, families and school staff. Where this happens, they should not delay action and may need to raise concerns themselves. This could include:
- informing the DSL/DSP
- making a direct referral to children’s social care where the threshold for intervention is met
- contacting the police if there is an immediate risk of harm.
Educational psychologists are not always routinely invited to multi-agency safeguarding meetings, but they may be involved where their knowledge of the child is relevant. More commonly, they may be asked to share reports, professional views or updates to inform multi-agency decision-making.
When sharing information, educational psychologists should ensure that it is relevant, proportionate, and in line with data protection and safeguarding guidance, while recognising that concerns about significant harm take priority over confidentiality.
The following documents may contain useful information for sharing with other practitioners in situations where there are concerns about child sexual abuse:
- Assessment reports – cognitive, behavioural, developmental, or emotional assessments.
- Education, Health and Care needs assessments and contributions to Education, Health and Care Plans (EHCPs).
- Observations and consultation notes – records of meetings with teachers, parents, and pupils.
- Psychological formulations and recommendations for interventions and support in education settings.
- Records of progress and reviews of children receiving support.
- Safeguarding-related notes – disclosures, concerns raised by staff, or observations suggesting possible abuse or neglect.
- Correspondence with schools, families, local authorities, and sometimes health or social care practitioners.