Reviews the four primary categories of child abuse as defined in guidance (physical abuse, sexual abuse, emotional abuse, and neglect) and the typical signs/symptoms associated with each. Learners will study how abuse may present in clinical settings – for example, suspicious injuries or explanations (physical abuse), disclosure of inappropriate sexual behavior or STIs in a child (sexual abuse), extreme withdrawal or developmental delay (emotional abuse), or poor hygiene and failure to thrive (neglect). This lesson incorporates up-to-date knowledge on how abuse can manifest at different ages and in different contexts. It also discusses concepts like **“toxic trio”** risk factors (parental mental illness, substance misuse, and domestic violence) as compounding elements often present alongside abuse. Current statutory definitions are used, and it is stressed that all forms of abuse can have lifelong impact if not identified (linking to the concept of Adverse Childhood Experiences). By covering a range of indicators – from obvious injuries to subtle behavioral changes – this lesson prepares staff to “think family” and remain vigilant for any signs that a child may be suffering harm.

Examines the environmental and familial factors that heighten the risk of harm to a child, as well as particular groups of children who may be more vulnerable. Key **parental risk factors** are discussed: for example, the impact of domestic abuse in the home, adult mental health disorders, and substance misuse by parents or carers. (This includes recent developments such as the **Domestic Abuse Act 2021** which, for the first time, legally **recognises children as victims of domestic abuse in their own right** when they see, hear or experience its effects). The course explains how living with domestic violence or other “toxic” family conditions can cause serious emotional harm to children even if they are not directly physically abused. The lesson also addresses **Adverse Childhood Experiences (ACEs)** and how multiple ACEs can cumulatively impact a child’s development and long-term health. Learners will review categories of children who have heightened vulnerabilities – such as babies under 1 year (at highest risk of homicide from abuse), children with disabilities or special needs, children in care (looked-after children), care leavers, young carers, and unaccompanied asylum-seeking minors. It covers why these groups might be at greater risk (e.g. communication barriers for disabled children, lack of consistent oversight for looked-after children) and stresses the need for extra vigilance. The relatively new concept of **contextual safeguarding** is introduced here: understanding that harm can occur in wider social contexts outside the family. Learners explore how **extra-familial threats** – like peer-on-peer abuse, gang violence, exploitation in the community or at school, and other forms of harm occurring **outside the home** – can be identified and addressed (reflecting recent guidance updates, which place greater focus on tackling risks *outside* the immediate family environment as part of safeguarding).

Focuses on particular forms of abuse and harm that have gained increased recognition in recent years. This includes **Child Sexual Exploitation (CSE)** and **Child Criminal Exploitation (CCE)**, where children are groomed or coerced by perpetrators (often outside the family) for sexual abuse or criminal activities (such as county lines drug trafficking). Learners will learn the warning signs of exploitation – for example, a child having unexplained gifts, going missing frequently, or associating with older gang members. The lesson also covers **trafficking and modern slavery** involving children, **online grooming and abuse** (recognising signs of online exploitation or exposure to harmful content), and **female genital mutilation (FGM)**. The legal requirement for health professionals to report known cases of FGM in under-18s is highlighted, as per the FGM Act 2003 and Serious Crime Act 2015. Another topic is **forced marriage** and so-called “honour”-based abuse, noting these as crimes that can victimize adolescents. The lesson references the latest statutory definitions and guidance for each of these specific issues (for instance, recent updates to Working Together and Home Office guidance on CSE/CCE). It ensures that learners are up to date on emerging threats – including the evolving tactics of perpetrators – and understand how to identify these in practice.

Provides an overview of the key legislation and national guidance relevant to child safeguarding. It covers the Children Act 1989 and 2004 (including Section 17 and Section 47 duties of local authorities, and the statutory **Section 11 duty** on NHS organisations to safeguard and promote child welfare). It reviews **Working Together to Safeguard Children** (with emphasis on the latest 2023 update) as the inter-agency guidance defining what organisations “must” and “should” do to protect children. Recent developments are explained, such as the replacement of Local Safeguarding Children Boards with new **local safeguarding partnership** arrangements led by health, police and local authorities (as mandated by the Children and Social Work Act 2017). Learners also revisit other relevant laws and policies, including the Children and Social Work Act 2017, information-sharing guidance, and the NHS’s own Safeguarding Accountability and Assurance Framework. This ensures familiarity with the statutory context and any updates to it.

Outlines the roles and responsibilities of healthcare professionals and organisations in safeguarding children. It discusses each practitioner’s duty of care and the expectations set by regulators (e.g. GMC, NMC) and NHS policy. Topics include adhering to employer safeguarding policies, understanding the role of Named and Designated Safeguarding Leads in the NHS, and the need for ongoing training and competency maintenance. The lesson also addresses staff accountability – for example, knowing how to report concerns about colleagues or others in positions of trust (whistleblowing) and being aware of internal policies for managing allegations against staff. Emphasis is placed on the importance of keeping safeguarding knowledge up to date with evolving guidance. (For instance, the lesson notes that the Intercollegiate Competency Framework was updated in 2019 to include changes in legislation and now requires individuals to log their learning as a “passport” across organisations.)

Defines what safeguarding and child protection mean in the NHS context, emphasizing that the welfare of the child is paramount. It covers children’s rights (e.g. the UN Convention on the Rights of the Child) and fundamental principles such as listening to the child’s voice and acting in the child’s best interests at all times. This lesson reinforces that safeguarding is everyone’s responsibility and sets the ethical context for later sections.