Education Adviser at SFE, Nasra Hussain, discusses the prevalence of Domestic Abuse during major football tournaments and the role of DSLs in schools…

For most of our pupils, major football tournaments are a time of excitement, unity and national pride. But for many, the final whistle signals the start of a period of intense fear.

As educators and safeguarding leads, understanding the links between football, alcohol and domestic abuse is vital for supporting vulnerable students and their families.

Understanding the Spike

The link between high-stakes football and domestic abuse is not merely anecdotal; it is a well-documented and disturbing trend.

• The Figures: Research from Lancaster University reveals a 38% increase in domestic abuse reports when England loses and a 26% increase when the team wins or draws. The National Centre for Domestic Violence corroborated these findings, having reported a 25% rise in cases on days when England played during the 2018 World Cup.
• Euro 2024 and Recent Trends: More recent data from the Euro 2024 tournament highlights a continuing escalation. Police forces reported 351 domestic abuse incidents as being specifically football-related during Euro 2024, compared to 193 incidents during the tournament in 2021. Furthermore, the charity Respect recorded a 39% increase in calls to its phone line during the Euros, and a 24% increase to its Men’s Advice Line.
• The Drivers: While football itself does not cause abuse, one of the primary drivers is alcohol consumption before, during and after football. The risk profile is more complex than just intoxication alone. Educators should be aware that a lack of access to alcohol can be equally problematic. The agitation caused by alcohol dependency can create a precarious atmosphere where even minor stressors become trigger points for aggression. Further information on the link between alcohol and domestic abuse is explored by my colleague, Emma Mudge, which you can access here.
• The “Match Day” Dynamics: Detailed analysis from Greater Manchester reveals a specific displacement effect. Abuse incidents often decrease during the match itself but then peak 8 to 10 hours after the game. Early kick-off times are particularly dangerous because they allow perpetrators a longer period of drinking, which can lead to a peak in violence by the late evening.

Signs and Patterns

Under the Domestic Abuse Act 2021, children are recognised as victims in their own right if they see, hear, or experience the effects of domestic abuse. Staff should maintain professional curiosity and be alert for changes in behaviour.

• Attendance and Lateness: Frequent absences or lateness, especially following a match day, is a key indicator.
• Emotional and Psychological Well-Being: Children living in these environments often live in an unpredictable home environment which can lead to chronic anxiety and feelings of helplessness. They may experience extreme hyper-vigilance whilst anticipating a parent’s reaction to a goal or a loss.
• Physical Indicators: Beyond unexplained bruising, staff should look for signs of neglect such as poor hygiene or inappropriate clothing for the weather. Students may arrive at school exhausted after caring for younger siblings, while parents are incapacitated or recovering from an incident.
• Behavioural Shifts: Sudden mood swings, withdrawal from peer groups, or unusual aggression can all point to trauma at home. Be alert to children who react unusually to certain sounds or the way their name is called. However, some may become overly compliant to avoid drawing any attention to themselves or their home life.
• Parental Interaction: Abuse encompasses more than physical violence; it can include coercive control and financial surveillance. Look for unusual anxiety or timid body language during school drop-off or pick-up.

The Role of the Designated Safeguarding Lead in Schools

Schools are uniquely positioned to provide a stable, nurturing environment and act as a safe haven for families in crisis.

• Operation Encompass: Utilise the statutory duty placed on police forces to notify schools – before the start of the next school day – if they have attended a domestic abuse incident where a child was present. This allows the school’s Designated Safeguarding Lead (DSL) to provide immediate support.
• Listen and Reassure: If a student discloses abuse, follow child-centred principles: listen without interruption, observe non-verbal cues and reassure them that the situation is not their fault.
• Educational Integration: Use your PSHE curriculum to teach students about healthy relationship dynamics. This can help students identify the signs of coercive control and toxic ‘banter.’
• Establish Trust and Safety: Provide a quiet, non-judgmental space for students to talk. Practical support such as breakfast clubs or uniform assistance can alleviate some of the stressors of neglect for families in crisis.
• Multi-Agency Collaboration: Schools are vital partners in local safeguarding arrangements. Ensure you are actively sharing information with local authorities when risks are identified.
• Raise Awareness: During major tournaments, promote local support services like Women’s Aid in staff rooms and parent newsletters. You can also share information about the Disclosure Scheme (Clare’s Law), which allows individuals to find out if a partner has a history of domestic violence.

By remaining vigilant during high profile competitions, educators can ensure that our most vulnerable students remain seen, heard and protected.

Where to find support:

If you or someone you know is affected by domestic abuse, help is available:

• Emergency: Always dial 999. If you cannot speak, use the silent solution by pressing 55 when prompted.
• National Domestic Abuse Helpline: Call 0808 2000 247 (Free, 24/7).
• Specialised Services: Organisations like Women’s Aid, Refuge, and Men’s Advice Line provide confidential support and safety planning.

How Services For Education can support your school:

Services For Education offers a wide range of specialist safeguarding support to help schools with its implementation.

Our team can support with:

• Safeguarding training and CPD: High quality training for DSLs, staff and governors aligned with national guidance.
• Safeguarding audits and quality assurance: Independent audits to review practice, identify gaps and ensure safeguarding arrangements meet statutory requirements.
• RSHE support: Expert guidance on sensitive curriculum areas, including relationships education and online harms.
• Policy and procedure updates: Support to update key safeguarding policies, such as online safety, safer recruitment, child on child abuse and early help.

If any of this has got you thinking and you’d like more support or advice, contact us on safeguarding@servicesforeducation.co.uk

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

Working Together to Safeguard Children 2026: What Schools Need to Know

By Nasra Hussain

21
Apr

What is a Vulnerable Child Register and what should it look like in my setting?

By Claire Steele

23
Jan

Supporting Children Who Have Experienced Domestic Abuse

By Lucie Welch

24
Aug

  About the Author

Nasra Hussain – Adviser, Services For Education

With over 17 years of experience in education, including 15 years as a senior leader, Nasra is a highly respected and dedicated practitioner who has contributed to a wide range of school settings. Her leadership roles have included Designated Safeguarding Lead, Assistant Headteacher, Deputy Headteacher and Specialist Leader in Education (SLE), supporting school improvement, leadership development and high‑quality teaching and learning.

Nasra has extensive experience assessing National Professional Qualifications (NPQs) and has coached and supported leaders and teams at all levels. She currently works as a Consultant Advisory Teacher for the Association for Citizenship Teaching (ACT) and serves as a charity trustee, championing inclusive practice and strengthening community engagement.

A committed advocate for safeguarding and for building strong relationships with families and communities, Nasra brings compassion, clarity and a values‑driven approach to her work. Her expertise also includes serving as a Key Stage 2 moderator and contributing as a regular panel member for the Standards and Testing Agency, reviewing national SATs materials to ensure fairness, accuracy and national consistency.

Nasra’s work is grounded in a deep belief in equity, empowerment and the transformative impact of education. She combines breadth of experience with a collaborative, purposeful approach, making a meaningful difference to the schools and communities she serves.