Safeguarding terms: The power of language
Language is not just a means of communication; it is a powerful tool that can either empower or harm those affected by abuse or neglect. In fact, the way language is used and how safeguarding terms are discussed by professionals, caregivers and society at large can directly impact a vulnerable individual’s experience of abuse. It can also shape the support offered by others and the effectiveness of interventions.
An example of a safeguarding term that has been used to describe the behaviour of a young person connected with Child Sexual Exploitation (CSE) is “risky behaviour”. This term is now recognised as controversial, as it is considered “victim-blaming” and may imply that the young person’s actions or decisions were responsible for the exploitation they experienced. In addition to diminishing the perceived severity of the exploitation, it can reinforce feelings of shame and guilt in an individual who has been a victim of exploitation and may create barriers to trust between them and the support they need. Furthermore, this sort of language can absolve abusers of responsibility.
Conversely, when non-judgmental, trauma-informed and “victim-centred” safeguarding terms are used, it can foster an environment of trust between a vulnerable individual and the professionals that are trying to help them, encouraging them to seek help and support. Such language also frames a situation in a way that respects the victim’s dignity, acknowledges their experiences and emphasises the perpetrator’s responsibility.
In this article, we explore how safeguarding terms and language have evolved over time, often moving from more victim-blaming language to compassionate-centred language. This evolution of language can be influenced by a number of factors, including:
- High-profile reviews following significant safeguarding failures eg. The Rotherham CSE case.
- Legislative and guidance updates: A recent update to Keeping Children Safe in Education (KCSIE) 2024 guidance, replaced the term “abuse and neglect” with “abuse, neglect and exploitation” to reflect a greater understanding of safeguarding challenges.
- Survivor-led advocacy and awareness programmes.
- Professional research and development.
- General shifts in societal attitudes.
In the timeline below, we outline the key milestones in the development of safeguarding terms, demonstrating how changes in language have been shaped over time.
Safeguarding terms timeline
1960s–1970s: Emergence of Safeguarding Terms
In days gone by, safeguarding language was limited and often lacked nuance, reflecting minimal societal understanding of abuse and exploitation. Terms like “child neglect” and “juvenile delinquent” were commonly used but often carried judgmental undertones, blaming families or children rather than addressing systemic issues or the actions of perpetrators.
1980s: Recognition of Child Abuse
- Increased awareness of child abuse led to the adoption of terms like “child protection” and “physical abuse”. While these terms marked progress, language around sexual exploitation remained vague, often failing to address the power dynamics involved.
1990s: Introduction of Sexual Exploitation Terms
- The term “Child Sexual Exploitation” (CSE) began to emerge but was inconsistently used. Harmful safeguarding terms such as “child prostitute” were still widely employed, stigmatising victims and obscuring the role of abusers.
2000s: Shift to Victim-Centred Safeguarding Terms
- Between 1997 and 2013, over 1,400 children, mainly girls, were sexually exploited in Rotherham, South Yorkshire. The Rotherham CSE case highlighted the devastating impact of victim-blaming language, such as describing perpetrators as “boyfriends” or labelling children’s actions as “risky behaviour”. Safeguarding terms began shifting towards more accurate and empathetic descriptions to better reflect coercion and abuse dynamics.
2010s: Standardisation of Safeguarding Terminology
- The publication of the Appropriate Language Guide in 2017 by the Child Sexual Exploitation (CSE) Taskforce in collaboration with The Children’s Society and the National Association for People Abused in Childhood (NAPAC) marked a turning point in standardising safeguarding terms. Safeguarding terms like “groomed and exploited” replaced language like “child prostitute”, emphasising the victim’s lack of agency and placing more responsibility on perpetrators.
2020s: Trauma-Informed Safeguarding Terms
- Safeguarding practices increasingly adopted trauma-informed terminology, focusing on creating a supportive environment for victims.
2024
- The Appropriate Language Guide was updated to further eliminate victim-blaming terms, such as “involved in” to describe a child’s exploitation, which suggests complicity or poor “choices” by victims and minimises the coercion and control exerted by abusers. New safeguarding terms in the guide advocated for compassionate and accurate phrasing that empowers vulnerable individuals and builds trusting relationships between them and safeguarding professionals. The update also stresses the importance of being “reflective and open” by continuously evaluating your language and all settings should provide training for professionals on the appropriate use of language and ensure they understand its impact on safeguarding practices.
Summary
The safeguarding terms timeline illustrates the ever-changing landscape of safeguarding language, reflecting an evolving shift in how safeguarding is understood and discussed. The key point is that using victim-centred, inclusive, empathetic and trauma-informed language fosters a trusting environment, which empowers vulnerable individuals to feel more confident in reporting abuse and seeking support, ensures timely interventions, addresses abuse more effectively, helps in implementing preventative measures and strengthens a trusting culture of accountability and protection.
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Meet one of our safeguarding experts and author of this article
Anna Bowden is a key member of our in-house safeguarding training team. She has had an extensive career in education and leadership, with a wealth of knowledge gained through her work in schools, most recently as Head of School.
Her experience in education has given her expert understanding of safeguarding practices and a commitment to ensuring the safety and well-being of pupils. In addition, her specialist knowledge, gained through hands-on experience, enables her to write high-quality content and deliver outstanding training that is learner-focused and informed by practical case studies.
