Education Adviser, Claire Steele, explores the additional risks faced by neurodiverse pupils and highlights practical steps schools can take to strengthen their safeguarding practice…

As safeguarding practitioners, we understand the need to consider every factor that may affect a child’s safety and wellbeing. For neurodiverse pupils, those factors can look different – and if we miss them, we risk missing early indicators of harm.

Neurodivergent children and young people may communicate, interact, or process the world in ways that do not align with neurotypical expectations. When staff are not trained to recognise these differences, behaviours may be misunderstood, misinterpreted, or inadvertently dismissed. This can increase vulnerability and create barriers to effective safeguarding interventions.

Additional Vulnerabilities for Neurodiverse Pupils

Neurodiverse pupils – including those with autism, ADHD and learning difficulties amongst other conditions – may often be socially isolated, have difficulties understanding social communication, expressive language, and social cues and can find sensory input overwhelming.

This can mean that these children are at higher risk of abuse, exploitation (both criminal and sexual), grooming, online exploitation, peer pressure and neglect. These barriers can make it harder for them to seek help, articulate what is happening, or recognise unsafe situations. They can be seen as an ‘easy target’ by predators, as they may not understand they are being mistreated or may be ‘less likely to tell’.

Neurodiverse students often have a real desire to belong and so may tolerate harmful or coercive behaviour, believing it to be normal. This is particularly concerning when they lack reference points to compare healthy and unhealthy friendships or relationships.

The ‘invisible disability’ nature of neurodiverse conditions means that these vulnerable children can become isolated and their vulnerabilities overlooked. We must put support in place to help them gain the support they need.

What can schools do to keep neurodiverse students safe?

Tailor Communication Approaches

Ensure every pupil has a means of expressing worries or concerns. Creating opportunities matters just as much as the method.

This might include:

• visuals and symbol-based systems
• communication passports
• safe spaces and check-ins
• alternative forms of reporting concerns
• scheduled 1:1 opportunities for pupils who may struggle to initiate disclosure

Provide an Inclusive and Explicit Curriculum

Deliver safeguarding and wellbeing content in ways that are concrete, accessible and visual. Repetition, modelling and scaffolded discussions are often essential.

Include clear teaching around:

• emotions
• consent and personal boundaries
• recognising unsafe behaviour
• online safety
• healthy vs unhealthy relationships

Develop Staff Expertise

All staff should understand how neurodiversity may influence behaviour, communication and emotional regulation.

Training should cover:

• recognising atypical indicators of harm
• responding to disclosures sensitively
• avoiding misinterpretation of behaviour
• understanding the link between trauma and neurodiversity

Introduce Bespoke Safeguarding Plans

Some pupils will benefit from personalised safeguarding plans, shared with all relevant staff, outlining:

• specific risks
• communication support
• preferred regulation strategies
• early warning signs of distress
• clear actions for staff

Create an Inclusive and Neuroaware Environment

A neuro-inclusive school environment improves wellbeing for all pupils – not just those with SEND.

Simple changes can significantly reduce distress and dysregulation, such as:

• predictable routines
• quiet areas
• reduced sensory overload
• visual timetables
• clear transitions and expectations

What will this give us?

Inclusive safeguarding is effective safeguarding. By embedding neuro-aware safeguarding practice, schools become equipped to:

• Recognise distress in neurodiverse students -even when it presents differently from neurotypical peers.
• Ensure safeguarding policies and practices are inclusive, both in word and in deed, because best inclusive practice protects all pupils.
• Adapt communication and support strategies to meet the needs of all pupils, allowing for full expression of themselves and having awareness of different coping strategies,
• Prevent misinterpretation of behaviour, reducing the risk of inappropriate sanctions and ensuring needs are correctly understood.

If you found this blog useful, you may also be interested in reading the following blogs:

Every child achieving and thriving: What Does the New White Paper Mean for Schools?

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8 Practical Ways to Support Pupils with SEND by Providing an Inclusive Morning Routine

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16
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SEND Transitions: How Schools Can Better Support Students Beyond the Classroom [GUEST BLOG]

Nicole Sherwood discusses practical ways to support pupils with SEND as they move into further education,...

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Need Support Strengthening Your School’s Neuro-Inclusive Practice?

If this blog has prompted reflection about your school’s approach, Services For Education can help. We offer bespoke SEND and Neurodiversity Training designed to:

• increase staff confidence in understanding neurodiversity
• equip teams with practical, easily implemented strategies
• reduce dysregulation and behavioural incidents
• create sensory-friendly, inclusive environments
• improve communication pathways for all pupils

Our training is tailored to your setting, your pupils and your staff – ensuring it has immediate impact with minimal resourcing required.

Watch this space…

In September 2026, we are launching a comprehensive SEND support package, featuring blogs, resources and training courses to ensure your staff are well equipped to best support ALL students in your setting.

If you’d like to explore how we can support your whole school approach, get in touch with our team today at hello@servicesforeducation.co.uk for more information.

  About the Author

With over 20 years of experience in primary education, Claire Steele is a respected and committed school leader who has worked across a diverse range of schools and multi-academy trusts. Her previous roles include Assistant Principal, Designated Safeguarding Lead (DSL), and Senior Mental Health and Wellbeing Lead. She has also worked extensively with partners to support the delivery of a wide range of National Professional Qualifications (NPQs).

Claire is deeply passionate about creating safe, inclusive, and nurturing school environments, where the wellbeing of pupils is at the heart of practice. She brings her extensive knowledge, dedication, and enthusiasm to Services For Education, supporting schools in embedding effective and compassionate safeguarding practices at every level.

Working as part of our team of advisers, Claire delivers high-quality, comprehensive safeguarding training and conducts thorough safeguarding audits in schools. She also champions SEND and equality, ensuring these values are central to all aspects of her work.