Early targeted support needed to protect children with special educational needs and disabilities from modern slavery
Children with special educational needs and disabilities (SEND) who may be at risk from modern slavery and trafficking for the purposes of criminal and sexual exploitation need earlier, proactive intervention and targeted specialist support, according to new research by Manchester Metropolitan University with the Modern Slavery and Human Rights Policy and Evidence Centre (PEC).
The research recommends that the Government needs to adopt a more joined up approach to tackling the issue and increase opportunities to protect and prevent potential exploitation, providing the resources to enable schools, colleges and youth groups to intervene before harm happens, rather than during or after exploitation.
Earlier research by the University shows that children with SEND are at greater risk of criminal and sexual exploitation, and that there are key points when support could have been provided that may have prevented exploitation or further exploitation. This new, follow-on study says that the current tools for dealing with the issue fall far short of what is needed.
More than 1.57 million children in England are identified as having SEND. The most identified needs are associated with autism, Speech Language and Communication (SLC), and social, emotional and mental health. This group of children and young people are more likely to have experienced high levels of isolation, exclusion, and bullying which can increase risks of exploitation.
The study assesses whether opening conversations between children or young people with SEND and the staff they have regular contact with, can help improve prevention or early identification of exploitation.
Researchers spoke to staff working with children - mainly in education - and held workshops with young people aged 16-25 who identified as having SEND and/or experience of exploitation.
Anita Franklin, Professor of Childhood Studies at Manchester Met, who led the research, said: “This research explored directly with young people what would help practitioners identify issues in a child’s life that may create vulnerability and the conditions where perpetrators are targeting this group.
“The young people reported repeatedly that trusted adults particularly school staff who understand their needs, behaviour and ways of communication are key to opening conversations where children can talk about issues affecting their lives and when they might feel unsafe in the community or online.”
The study also highlights the importance of trusted, approachable adults, or ‘faces,’ who establish safe spaces and build trust with children and young people with SEND who may find it challenging to seek help directly or find people who understand them.
Creating supportive ‘spaces’ for meaningful dialogue between children and staff is essential not only in physical settings, says the study, but also the organisational culture in schools and other environments where young people interact. The young people called for a proactive approach.
The report emphasises the importance of specific ‘places,’ such as schools and community spaces, where children feel safe to communicate with trusted adults. It says that schools play a particularly significant role in providing a protective environment, however, sanctions such as exclusion and isolation can leave children with SEND without the support they need. Training and resources are critical to support staff in delivering this.
The report calls for a ‘Culture of Conversation’ across educational and youth settings, in which safeguarding involves proactive, ongoing dialogue rather than reactive interventions after harm has occurred.
Liz Williams, Head of Policy Impact at the Modern Slavery and Human Rights PEC, which commissioned the research as part of its modern slavery prevention portfolio, said: “This research shows that in order to effectively prevent exploitation and modern slavery, we need to start reducing risks way before exploitation starts and be able to respond early if it does start.
“It shows that there’s an urgent action needed from schools to address children’s needs to prevent their exclusion and exploitation, and from the Government to make sure schools have resources and tools to do it. Opening up the conversations with children and young people is a key aspect of it”
