When Behaviour Is the Disclosure: Safeguarding Pupils with Communication and Developmental Needs

Abuse & Disclosures, Creating a Safeguarding Culture, Safeguarding

“Beneath every behaviour there is a feeling. And beneath each feeling is a need. And when we meet that need rather than focus on the behaviour, we begin to deal with the cause, not the symptom.”

 Ashleigh Warner (Psychologist)

They haven’t said a word – but you know something’s not right.

I think anyone who has worked in schools for a significant length of time has had that feeling about a child. That nagging sense that something has changed, even though they haven’t told you anything directly? Maybe it’s the pupil who suddenly refuses to go to after-school club, or the child whose routine has been disrupted by unexplained meltdowns. Perhaps it’s the pupil who has started withdrawing from school activities they used to love.

We’re trained to listen for disclosures, and in general we know what to do when a child says, “Something happened to me.” But what about when they can’t say it? What about when the disclosure comes not through words, but through behaviour?

This is particularly crucial when working with pupils who have communication barriers, developmental delays, or additional learning needs (ALN) and special educational needs (SEN). For these children, behaviour often is the disclosure – and we need to be ready to hear it.

Understanding Why Some Pupils Can’t Tell Us

There are many reasons why a child might be unable to verbally disclose abuse or raise a concern:

  • Speech, language, or communication needs that make it difficult to express complex experiences or emotions
  • Learning disabilities that affect their understanding of what’s happening to them or how to articulate it
  • Neurodivergence such as autism or ADHD, which may impact their ability to recognise, process, or communicate about experiences they have found upsetting
  • English as an Additional Language (EAL), particularly if they lack vocabulary in either their first language or English to describe what’s happening

Beyond the practical barriers of communication, there are deeper reasons children might not disclose:

  • They may not understand that what’s happening to them is wrong or harmful
  • They may lack the vocabulary to describe abuse, particularly sexual abuse
  • Trauma may have impacted their ability to form an understandable narrative about their experiences
  • Fear of not being believed, or of consequences for themselves or others

The Mo Farah Story – a powerful reminder

In his BBC documentary The Real Mo Farah, Sir Mo Farah revealed he was trafficked into the UK and experienced significant abuse as a child. He didn’t tell anyone at the time – not because he wasn’t suffering, but because he didn’t know the words. As he explained, he didn’t have the language to describe what was happening to him.

It wasn’t until a PE teacher noticed something was wrong and reached out that the tide began to turn. That connection – just one adult who paid attention – made all the difference. Mo described choosing to disclose to his PE teacher because, “As a kid, you just know who is good and not, it’s your instinct and that trust. Often, I think I saw him as someone who was not just a PE teacher but someone who genuinely does care.”

This story is a powerful reminder that noticing can be life-changing. That teacher didn’t wait for Mo to find the right words – he noticed, he cared, and he created the necessary space for disclosure.

Common Behaviours That May Be Safeguarding Indicators

It’s important to emphasise that these behaviours are not diagnostic tools. Not every behavioural change indicates abuse. However, they are possible red flags that deserve our professional curiosity and attention:

  • Changes in established behaviour patterns – becoming withdrawn, aggressive, anxious, or unusually compliant
  • Repetitive or obsessive behaviours that seem new or have intensified significantly
  • Regression – losing previously acquired skills such as toileting, speech, or self-care abilities
  • Sleep disruption, hypervigilance, or being easily startled – signs of heightened stress or trauma
  • Self-harming behaviours – including head-banging, scratching, or other forms of self-injury
  • Avoidance of certain people, places, or activities – particularly if previously enjoyed or if the avoidance seems fear-based
  • Sexualised behaviour or language inappropriate for the child’s developmental stage

When you notice these changes, ask yourself:

“Is this a new behaviour, or has something shifted in how often or intensely it’s happening?”
“What might this behaviour be communicating or protecting them from?”
“What else has changed in this child’s world recently?”

Why Behaviour-Based Disclosures Get Missed

Despite our best intentions, behavioural disclosures are often missed or dismissed. This happens for several reasons:

We explain away the behaviour. When a child has a diagnosis, it’s easy to attribute every behaviour to that diagnosis. “That’s just her autism,” or “He always has meltdowns” can become default explanations that stop us looking deeper. We need to remain curious: even if a child has always had challenging behaviour, what’s changed that means it was noticeable in a different way this time? Is the frequency, intensity, or pattern different?

Staff lack confidence without words. Many staff members feel uncertain about reporting concerns that aren’t based on verbal disclosure. They worry about “getting it wrong” or overstepping. This hesitation can mean crucial concerns go unreported.

Fear of misjudging the situation. Staff who work closely with children with ALN/SEN often feel protective and don’t want to subject them to unnecessary investigations. While this comes from a place of care and kindness, we must remember that reporting concerns isn’t about being certain – it’s about passing information to those who can assess and investigate appropriately.

Emotional fatigue. When staff work with pupils who have frequent behavioural challenges, those behaviours can become background noise. We adapt, we manage, we cope – and sometimes, in doing so, we miss the signal in the noise.

What Staff Can Do Differently

Treat pattern shifts as potential cause for concern. Even small changes in a child’s typical behaviour deserve attention. This is particularly true for children who can’t easily tell us what’s wrong.

Encourage all staff to report changes. Teaching assistants, one-to-one support staff, lunchtime supervisors, and mid-day assistants often spend the most time with pupils who have additional needs. They know these children’s rhythms and routines intimately. Create a culture where their observations are valued and acted upon.

Remember that safeguarding logs aren’t just for verbal disclosures. Document behavioural changes and patterns. Over time, these logs can reveal important information that might not be obvious from a single incident.

Use “I’ve noticed…” language. This simple phrase can open important conversations:

  • “I’ve noticed she’s avoiding lunchtime lately.”
  • “I’ve noticed more meltdowns during transitions than usual.”
  • “I’ve noticed he doesn’t want to go to his respite placement anymore.”

This language is observational rather than accusatory, making it easier for staff to speak up about concerns.

Work as a team. Bring together the SENCo/ALNCo/DSL/DSP, and class teams to discuss concerns. Different staff members may have noticed different pieces of the puzzle. Only when we share information can we see the full picture.

Trust your instincts. If something feels off, it probably is. You don’t need to know exactly what’s wrong to report a concern. Your role is to notice and report – not to investigate or prove.

SLT: Are We Truly Inclusive in Safeguarding?

In a wider context, school leaders and safeguarding teams should regularly reflect on whether their systems are genuinely inclusive. Consider these questions:

Do our safeguarding systems reflect our pupils’ diverse communication needs? Are we only set up to respond to verbal disclosures, or do we have clear processes for responding to behavioural indicators?

Are we equipping staff to interpret behaviour as communication? Does our safeguarding training address the specific needs of pupils with ALN/SEN? Do we help staff understand how trauma and abuse might present differently in neurodivergent children or those with communication barriers?

Does our CPD link safeguarding and ALN/SEN meaningfully? Too often, these are treated as separate strands of training. They need to be integrated, so all staff understand that safeguarding must be viewed through an inclusive lens.

Are we creating opportunities for professional curiosity? Do staff have time and space to discuss concerns about pupils, or are they so stretched that they only respond to crises?

Have we made sure our DSL/DSP understands diverse needs? The designated safeguarding person should have a strong understanding of how abuse and neglect might present in children with different needs, and should be able to support staff in interpreting behavioural indicators.

Finding the signal in the noise

Disclosure can come in many forms, and staff must be ready to notice, trust, and act on all of them. For some children, behaviour is their only voice when something is wrong. It’s our responsibility to learn how to hear them.

Remember Mo Farah’s story – how one trusted adult who noticed made all the difference. That teacher didn’t wait for perfect words or a clear disclosure. He paid attention, he showed he cared, and he created safety.

You can be that person for a child in your school.

It’s not about being right – it’s about being alert. It’s about treating every child’s communication, whether verbal or behavioural, as worthy of attention and care. When we do this, we create inclusive safeguarding cultures where every child, regardless of their communication abilities, can be heard and protected.

Keep noticing. Keep reporting. Keep caring. 

And remember: when a child’s behaviour changes, they might be trying to tell you something vital. Are you listening?

📌 Useful Resources:

Note: This blog uses both DSL (England) and DSP (Wales) terminology. References to KCSIE are England-specific; Welsh schools should refer to Keeping Learners Safe and the ALN Code for Wales. The principles discussed apply across both nations, though reporting structures may differ by local authority.

INSET Suggestion: Use this blog in your next ALN or safeguarding INSET. 

Start with this question: “What behaviours are we noticing but not naming?”

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