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- Why language matters: why we shouldn’t talk about the ‘risky behaviour’ of young people experiencing abuse
- Why language matters: digging deeper than 'did not attend'
- Why language matters: Harmful sexual behaviour
- Why language matters: 'hidden' in plain sight
- Why language matters: ‘sexting’ or ‘sharing nudes’?
- Why language matters: reframing responsibility for accessing services
- Why language matters: why we should never use ‘child pornography’ and always say child sexual abuse material
- Why language matters: in need of attention, not ‘attention seeking’
- Why language matters: how ‘toxic trio’ is unhelpful and inaccurate
- Why language matters: domestic abuse is broader than domestic violence
- Why language matters: why you should avoid labelling allegations as ‘malicious’
- Why language matters: how the label ‘older boyfriend’ can mask child sexual exploitation
- Equal protection from assault, not ‘smacking ban'
- What is meant by 'early help'
- Why language matters: using ‘non-accidental head injury’ and not ‘shaken baby syndrome’
- Why we should avoid the term ‘victim’ when talking about children who have experienced abuse
- Why language matters: why the term ‘paedophile’ can be problematic and should be used with caution
- Why referring to online ‘friends’ can mask safeguarding concerns
- How terms like ‘recruited' and ‘working’ minimise children’s experiences of criminal exploitation
- Why language matters: rethinking the language of suicide
- Why language matters: why we say children who have disabilities rather than disabled children
- Why language matters: how using the term ‘disguised compliance’ can be problematic
- Why language matters: why professionals need to talk about child sexual abuse
- Why language matters: how we talk about sibling sexual behaviour and abuse
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Podcast: Online safety - a young person’s perspective
- Mandatory reporting of child sexual abuse in England: update on the government’s proposed plan
- New resources to embed healthy relationships across your whole school: Talk Relationships Whole-School Approach Framework
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Podcast: Absenteeism in schools
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Podcast: Supporting d/Deaf children — putting the child at the centre of decision making
- Can you help peer review NSPCC research?
- Learnings from the Helpline domestic abuse project
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Podcast: The voice of the child in social work practice
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Podcast: infants and child development
- NSPCC’s Pat Branigan granted Churchill Fellowship to combat child sexual abuse
- UK Government publishes three new reports about learning from case reviews in England
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Podcast: antenatal and postnatal care during COVID-19
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Podcast: returning to school post-lockdown
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Podcast: impact of coronavirus on school staff and pupils
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Podcast: impact on delivering children’s services during lockdown
- Making neuroscience more accessible: childhood trauma, the brain and mental health
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Podcast: helping children recover from domestic abuse
- Guidance on safeguarding and child protection
- Case reviews
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Child abuse and neglect
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Protecting children from bullying
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Protecting children from criminal exploitation
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Protecting children from sexual abuse
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Protecting children from CSE
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Protecting children from trafficking and modern slavery
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Protecting children from county lines
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Protecting children from domestic abuse
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Protecting children from emotional abuse
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Protecting children from FGM
- Harmful sexual behaviour
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Protecting children from neglect
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Protecting children from physical abuse
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Recognising and responding to abuse
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Protecting children from bullying
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Safeguarding and child protection
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Writing safeguarding policies and procedures
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Safer recruitment
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Safer activities and events
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Early help and early intervention
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Healthy and unhealthy relationships
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Radicalisation and child protection
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How to have difficult conversations with children
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Safeguarding example scenarios: issues and concerns
- Anti-bullying resources
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Working with young volunteers
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Safeguarding d/Deaf and disabled children and young people
- Supporting children who have additional needs and disabilities, SEND, ASN or ALN
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Safeguarding children who come from Black, Asian and minoritised ethnic communities
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Safeguarding LGBTQ+ children and young people
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Safeguarding in the performing arts
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Safeguarding in faith communities
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Charity trustees
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Lone working with children
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Safeguarding and child protection for tutors
- COVID pandemic
- What is safeguarding in sport?
- 8 steps to safeguarding and child protection
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Assessing safeguarding risks
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Getting support with safeguarding
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Low-level safeguarding concerns
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Safeguarding and child protection in schools
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Roles and responsibilities
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Promoting healthy relationships
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Safeguarding children with special educational needs and disabilities (SEND)
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School visitors and safeguarding
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Inspection requirements for safeguarding in UK schools
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Roles and responsibilities
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Research and resources
- NSPCC Research directory
- NSPCC Resources
- Summary of the Child Safeguarding Practice Review Panel annual report 2023/24
- Effective multi-agency working and information sharing: evidence snapshot
- Generative AI and children’s safety
- Building Brains Together for Childhood (BBTfC): an evaluation from Together for Childhood, Grimsby
- Developmental evaluation of Together for Childhood
- Insights on young people engaging in harmful and problematic sexual behaviour
- Summary of the Child Safeguarding Practice Review Panel’s briefing on race, racism and safeguarding children
- Testing the Graded Care Profile 2 Antenatal (GCP2A) tool
- Targeting girls online
- Case studies from the developmental evaluation of Together for Childhood
- Summary of the National audit on group-based child sexual exploitation and abuse (Casey review)
- Home again: reunification practice in England
- Safe Home evaluation briefing
- Embedding children’s services practitioners in local primary schools: a process evaluation of the Together for Childhood Grimsby pilot
- Summary of the Child Safeguarding Practice Review Panel annual report 2022/23: CASPAR briefing
- Young people’s experiences of in-patient mental health care: helplines insight briefing
- Challenges young people are facing around sexuality and gender identity: Helplines insight briefing
- Recommendations for Change: an NSPCC Learning Podcast series about IICSA
- Barriers for professionals to reporting abuse and neglect: Helplines insight briefing
- Young people's knowledge, attitudes and behaviours
- Carrying out assessments: evidence snapshot
- Early years foundation stage statutory framework
- Putting children’s voices at the heart of online safety regulation
- Understanding early pregnancy support: Together for Childhood Glasgow (Govan) research report
- Hearing the voice of the child: evidence snapshot
- Young people’s experiences of online sexual extortion
- Too little, too late: identifying and tackling neglect
- The impact of financial pressures on young people
- Understanding and responding to sibling sexual harm and abuse
- Access to early childhood services for families impacted by poverty in the UK
- National review into CSA in the family environment
- What professionals know, think and do to prevent child abuse – and how we can support them
- Government plans to reform children's social care in England: CASPAR briefing
- Building a community of safeguarders
- Keeping The Promise to infants in Scotland
- Safeguarding children with disabilities in residential care: CASPAR briefing
- Independent Inquiry into Child Sexual Abuse (IICSA) final report: summary and government response
- Independent review into children’s social care in Northern Ireland: Summary CASPAR briefing
- The impact of coercive control on child and young people: Helplines insight briefing
- Child safeguarding and immersive technologies
- Listening to children and young people’s experiences of disclosing child sexual abuse: insights for the proposed mandatory reporting duty in England and Wales.
- Together for Childhood: The Art of Storytelling
- Summary of Risk, response and review: multi-agency safeguarding: CASPAR briefing
- Sharing the learning from our early years programmes at the NSPCC
- Online risks to children: evidence review
- How participation can improve outcomes in learning about healthy relationships and preventing peer-to-peer sexual harm
- Working together to safeguard children 2023: summary of changes
- How the GCP2 assessment tool for neglect supports families and practitioners to achieve change
- Children's experiences of legal but harmful content online: Helplines insight briefing
- How and why children seek help in non-face-to-face settings
- Child sexual exploitation by organised networks investigation report: CASPAR briefing
- Hearing stories of change: Together for Childhood evaluation
- Enhancing Childline’s counselling model: early implementation experiences: evidence briefing
- The national review into the murders of Arthur Labinjo-Hughes and Star Hobson: CASPAR briefing
- Evaluating Look, Say, Sing, Play
- Childline referrals: what happens next for young people?
- Parent interventions to prevent child maltreatment
- Multi-agency safeguarding and domestic abuse: CASPAR briefing
- Children and young people’s views on learning about sex, sexuality and relationships: literature review
- Care Inspectorate’s triennial review of initial case reviews and significant case reviews in Scotland: CASPAR briefing
- The case for change: independent review of children’s social care in England: CASPAR briefing
- Child Safeguarding Practice Review Panel annual report 2020: CASPAR briefing
- Childline message boards: a community online
- Delivering our local direct services to families during COVID-19
- Evaluating the NSPCC’s Speak out Stay safe programme
- The impact of domestic abuse on children and young people: insight from the voices of parents and carers: Helplines insight briefing
- Keeping Safe: cluster randomised trial (CRT) evaluation
- Teaching children and young people in special schools to recognise abusive behaviours
- Keeping Safe process evaluation: views and experiences of children, parents and schools
- Annual review of LCSPRs and rapid reviews: CASPAR briefing
- Summary of “The myth of invisible men”: safeguarding children under one from non-accidental injury caused by male carers: CASPAR briefing
- Ofsted’s review of sexual abuse in schools and colleges: CASPAR briefing
- Delivering Pregnancy in Mind virtually: an evaluation of the process
- Reviewing the NSPCC’s evaluations of its direct services
- Sharing the Science evaluation
- Summary of National guidance for child protection in Scotland 2021: CASPAR briefing
- The sustainability of organisations delivering NSPCC services
- Volunteering with vulnerable families
- Wales’ statutory guidance on child sexual exploitation: CASPAR briefing
- ‘Talk to Me’ tool: review of pilot simulations
- Social isolation risk of child abuse during and after coronavirus pandemic
- Pregnancy in Mind process evaluation
- Impact evaluation of the scale-up of Domestic Abuse, Recovering Together
- Challenges from the frontline - revisited
- Implementation evaluation of InCtrl
- Still here for children: experiences of NSPCC staff who supported children and families during the COVID-19 pandemic
- Learning from adapting the Baby Steps programme in response to COVID-19
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AGENDA
- Falling short?
- Helping children recover from child sexual exploitation
- How do children’s helplines measure their effectiveness?
- Implementation evaluation of Together for Childhood
- Learning from inquiries and reports about safeguarding practice
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Let children know you’re listening
- Safeguarding and child protection standards for the voluntary and community sector
- Supporting military families service evaluation
- 10 years since the Byron Review
- Community approach to preventing child sexual abuse in the home
- From bumps to babies: perinatal mental health care in Wales
- Implementation evaluation of Graded Care Profile 2
- Implementation evaluation of the Reunification Practice Framework
- Is this sexual abuse?
- 'Letting the Future In' for children with learning disabilities
- Time for action on perinatal mental health care in Northern Ireland
- Understanding children’s and teachers’ views of Speak out Stay safe
- Key provisions introduced in Working together to safeguard children 2018, and updates added in 2020: CASPAR briefing
- The profile of the children and young people accessing an NSPCC service for harmful sexual behaviour
- The economic cost of child maltreatment in the UK
- Children and young people who engage in technology-assisted harmful sexual behaviour
- Impact of online and offline child sexual abuse: "Everyone deserves to be happy and safe"
- Implementation evaluation of Domestic Abuse, Recovering Together (DART)
- Keeping our children safe
- Stop TIME Online
- Turn the Page final evaluation
- Evaluation of the Letting the Future In service
- Getting help: what children are telling Childline about the services they receive following sexual abuse
- A review of the research on children and young people who display harmful sexual behaviour online (HSB)
- Someone to lean on
- Telling about abuse
- Telling about bullying
- Reunification: an evidence-informed framework for return home practice
- Solution-focused practice toolkit
- Head spinal injuries children: Core info leaflet
- Neglect or emotional abuse in children aged 5-14: Core info leaflet
- Neglect or emotional abuse in teenagers: Core info leaflet
- Bruises on children
- Child abuse and neglect in the UK today
- Emotional neglect and emotional abuse in pre-school children
- Fractures in children
- Thermal injuries on children
- Child protection records retention and storage guidance
- Definitions and signs of child abuse
- Issues to consider when looking at child abuse statistics
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Preventing abuse in positions of trust
- Recommended adult child ratios working with children
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Research with children: ethics, safety and promoting inclusion
- Multi-agency working and information sharing: expert insights
- The voice of the child: expert insights
- Online safety: expert insight videos
- Handle with care guide
- Look, Say, Sing, Play early years resources to use and share with parents
- Parents' leaflets
- Assessments: learning from case reviews
- Child mental health: learning from case reviews
- Child sexual abuse: learning from case reviews
- Child sexual exploitation: learning from case reviews
- Culture and faith: learning from case reviews
- d/Deaf children and children who have disabilities: learning from case reviews
- Disguised compliance: learning from case reviews
- Domestic abuse: learning from case reviews
- Early years sector: learning from case reviews briefing
- Education: learning from case reviews
- First generation immigrants, asylum seekers and refugees: learning from case reviews
- People whose first language is not English: learning from case reviews
- GPs and primary healthcare teams: learning from case reviews
- Harmful sexual behaviour: learning from case reviews
- Health: learning from case reviews
- Housing: learning from case reviews
- Infants: learning from case reviews
- Neglect: learning from case reviews
- Online harm and abuse: learning from case reviews
- Paediatrics and accident & emergency: learning from case reviews
- Parents with substance use problems: learning from case reviews
- Parents with a mental health problem: learning from case reviews
- Perinatal healthcare teams: learning from case reviews
- Police: learning from case reviews
- Returning children home from care: learning from case reviews
- Suicide: learning from case reviews
- Teenagers: learning from case reviews
- Unseen men: learning from case reviews
- The voice of the child: learning from case reviews
- Voluntary agencies: learning from case reviews
- Young parents: learning from case reviews
- Assessments: practice points
- Voice of the child: practice points
- Multi-agency working and information sharing: practice points
- Dropping off and picking up before and after school: safeguarding policies and procedures
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It's Not Love: teaching resources about positive relationships
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It's Not OK
- Keeping children safe in education (KCSIE) 2025: summary of proposed changes
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Love Life resources
- PANTS resources for schools and teachers
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- Resources on harmful sexual behaviour in schools
- Safeguarding considerations for changing rooms
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Safeguarding legislation for schools and colleges
- Share Aware resources for schools and teachers
- Stop Speak Support school pack
- Statistics about child deaths from abuse or neglect
- Childline and NSPCC Helpline statistics
- Neglect: statistics briefing
- Statistics on child sexual abuse
- The impact of coronavirus (COVID-19): statistics briefing
- Emotional abuse: statistics briefing
- Statistics about harmful sexual behaviour
- Statistics about children in care
- Online harm and abuse: statistics briefing
- Statistics on physical abuse
- Example anti-bullying policy statement
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Behaviour management and codes of conduct
- Example consent form
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- Example online safety policy statement and agreement
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Nominated child protection lead or designated safeguarding officer
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Childline annual review
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How safe are our children? report
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NSPCC Learning Podcast
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- Supporting young people to take down nudes shared online
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Training in safeguarding and child protection
- Anti-racism training course
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- Child protection training for school governors and academy trustees
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- County lines training course
- Designated child protection lead in Scotland training
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- Introduction to safeguarding and child protection training
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- Protecting children in entertainment training for chaperones
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- Charity trustee safeguarding training
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- Level 4 safeguarding training for named health professionals
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- Safeguarding young people and young adults training course: Keeping 16-25 year olds safe from abuse
- Safer sports events
- Safer recruitment training
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- Managing incidents of sharing nudes and semi-nudes
- Safeguarding for management board members in sport and leisure training
- Strategic safeguarding in education training
- Talk Relationships: delivering sex and relationships education training courses
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- Understanding child sexual abuse
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