During PSHE, computing and RSHE, safeguarding issues are often taught explicitly, with learning objectives aiming to teach about healthy relationships, emotional awareness and e-safety, but what about in the wider curriculum?

This blog discusses some of the opportunities to incorporate safeguarding into other curriculum areas and will identify some useful resources to promote discussion. 

In Part 2 of KCSiE 2024, it clearly states that schools have a responsibility to provide preventative education and that this responsibility must be taken seriously. Therefore, safeguarding issues and themes should be reinforced throughout the whole curriculum. 

Explicit, Implicit and Incidental Learning 

Firstly, we need to understand the fundamental differences between these types of teaching and learning: 

• Explicit learning – when a lesson is designed to teach specific content 

• Implicit learning – when learning aside from the main learning objective is likely to occur 

• Incidental learning – learning from a situation as it arises, not always during lessons 

Safeguarding teaching should be at the core of your school’s culture and ethos and as a result, safeguarding will be taught in each of these ways. 

Explicit teaching of safeguarding elements is usually the most straightforward, as teachers are prepared for the discussions which may arise. These are usually in lessons such as PSHE, citizenship, law, computing and RSHE.  

Teachers are likely to feel less at ease when safeguarding learning is implicit or incidental, and yet it is these opportunities which are key to getting your safeguarding culture and preventative education right.   

How should teachers incorporate safeguarding, without losing the focus on their learning objectives? 

If safeguarding is not the main learning objective, then teachers still need to actively explore safeguarding issues which arrive throughout the wider curriculum, with preparation for potential further discussion, or incidental learning, instigated by the pupils. This learning should always be age-appropriate and relevant to the pupil’s cognitive and emotional maturity. 

If a safeguarding theme is identified in a lesson which is not specifically designed to teach an aspect of safeguarding (e.g. learning about racist attitudes when researching about the British slave trade in history), then it would be remiss of a teacher to ignore this opportunity to explore this safeguarding issue in a different context. As a result, time should be set aside for the exploration of these themes when planning the lesson.   

Through safeguarding training, adults should know how to record disclosures (intentional or unintentional) effectively, with any serious concerns being brought to the DSL’s attention immediately.

Training is also critical in ensuring that teachers know how to facilitate these sensitive discussions and exploration of ideas, thoughts and feelings. 

Which curriculum areas lend themselves best to safeguarding? 

All subjects have safeguarding opportunities within them e.g. 

• PE – healthy living, body image, self-harm, mental health 

• DT – working safely, responsibility, eating healthily, eating disorders 

• Music and art – self-expression, emotional regulation, mental health, empathy 

• RE – migration, prejudice, spirituality and mental health, respectful relationships 

• Science – parts of the body, healthy lifestyles, reproduction 

But it is in English and the humanities which we find most safeguarding crossovers. Through the exploration of humanity’s past, through urban geography and humanity’s movement around the world, and through literary exploration of humanity’s emotional stories, safeguarding themes continually arise.  

Are there particular books which you can direct me to? 

Below are a mixture of suggested texts. These have not separated into age groups, as some picture books designed for younger children work equally well for older pupils, but they have been separated into safeguarding themes. These are just ideas and you must read them yourselves before you decide which year group/cohort you feel they are suitable for. These books may be used as extracts in some subjects (e.g. history, RE etc), or maybe used in their entirety (e.g. during English lessons).  

Having an awareness of the safeguarding themes in any books shared with pupils should be a priority for a teacher so that they are prepared for any incidental learning which may arise, so that they are prepared for any potential triggered responses from the pupils, and to support any individuals who may require it. 

Bereavement/Grief – Badger’s Parting Gifts by Susan Varley, Harry Potter by J K Rowling, SAD Book by Micheal Rosen 

Loneliness & Friendship– Where the Wild Things Are by Maurice Sendak, The Boy, The Mole, The Fox and The Horse by Charlie Mackesy, Pax by Sarah Pennypacker, Beegu by Alexis Deacon 

Racism & Prejudice – Naughts & Crosses by Malorie Blackman, The Boy in the Striped Pyjamas by John Boyne, To Kill a Mockingbird by Harper Lee, The Island by Armin Greder, Voices in The Park by Anthony Browne, The Smeds and The Smoos by Julia Donaldson 

Migration – The Boy At The Back of The Class by Onjali Rauf, Refugee Boy by Benjamin Zephaniah, A Bear Called Paddington by Micheal Bond, Wisp: A Story Of Hope by Zana Fraillon 

Suicide, self-harm and depression – Hamlet by William Shakespeare, A Blue Kind of Day by Rachel Tomlinson, Dark Cloud by Anna Lazowski, Romero & Juliet by William Shakespeare 

SEND – The Curious Incident of the Dog In The Night Time by Simon Stephans, Fish In A Tree by Lynda Mullaly Hunt, Good Different by Meg Eden Kuyatt 

Family/healthy & unhealthy relationships – Matilda by Roald Dahl, Not Now Bernard by David McKee, Great Expectations by Charles Dickens 

War – War & Peas by Micheal Foreman, FArTHER by Grahame Baker-Smith, War Horse by Micheal Morpurgo, The Silver Sword by Ian Serraillier, Oranges in No Mans Land by Elizabeth Laid 

Rights & Responsibilities – We Are All Born Free by Amnesty International, If The World Were A Village by David J Smith, Every Child A Song by Nicola Davies 

Rape/Sexual Abuse – Tess of the d’Urbervilles by Thomas Hardy, I Said No! by Zach and Kimberly King, The Color Purple by Alice Walker 

LGBTQ+ – The Boy in the Dress by David Walliams, Bill’s New Frock by Anne Fine, Oranges Are Not The Only Fruit by Jeanette Winterson, All Kinds of Families by Sophy Henn 

Abuse – Jane Eyre by Charlotte Bronte, Wuthering Heights by Emily Bronte, Goodnight Mr Tom by Michelle Magorian 

Child Criminality/Exploitation – Oliver by Charles Dickens, Lord of the Flies by William Golding, The Hunger Games by Suzanne Collins 

Bullying – Wonder by R J Palacio, A Monster Calls by Patrick Ness, Boys Don’t Cry by Malorie Blackman 

Many of these books have over-lapping themes, and this list is obviously not exhaustive. 

About the Author

Emma Mudge - Adviser, Services For Education

Emma has over 20 years of experience working in primary education. Throughout this time, she worked as a leader in a wide variety of areas, and as Assistant Head Teacher, Deputy Head Teacher, and Acting Head Teacher, she has been at the forefront of school leadership and improvement for a significant number of years.  

Emma now works as the Educational Adviser for English and is also a member of the Safeguarding team, sharing her experience and knowledge to continually promote and improve the quality of safeguarding, the standard of teaching and learning in English, and in school improvement overall. Supporting schools with the accuracy of their KS1 and KS2 writing assessments is an important part of her role as she can use her expertise as a member for the moderation team to inform, train and support teachers and school leaders. 

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and the NPQSL, where she proudly supports the development of our aspiring leaders in the city. 

NEED SAFEGUARDING SUPPORT AT YOUR SCHOOL?

Our expert advisers can provide in-school visits to deliver sessions on any specific safeguarding issues that are relevant to your setting. We also offer consultancy and a detailed safeguarding audit. We will work with you to understand your exact requirements.

Get in touch with us today if you’d like to discuss bespoke Safeguarding training for your school.

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For further support and information, SFE can offer bespoke consultancy packages of support for DSLs to look at processes and procedures. In addition, our team of experts can complete an audit of the current safeguarding status of your school.   

Browse our website for further information www.servicesforeducation.co.uk or email safeguarding@servicesforeducation.co.uk