Drawing on extensive experience overseeing safeguarding in various international schools in different countries, there are distinct differences from the role in the U.K.
The role of the Designated Safeguarding Lead (DSL) in the international school sector has a number of alternative names - Designated Safeguarding Person (DSP), Child Protection Officer (CPO), Child Protection Coordinator (CPC), School Social Worker, to name a few. This instinctively and immediately suggests a wide span lack of consistency.
Contrary to the misconception that a DSL is solely concerned with student welfare, the role is intricate and multifaceted. There are unique challenges compared to the UK as many DSLs operate in countries with either no or rudimentary child protection systems, leaving them to navigate risk and safety plans as a sole entity.
Safeguarding vs Child Protection
Safeguarding is often misconstrued as synonymous with child protection, but they have distinct meanings. Safeguarding is proactive, encompassing the actions, policies, and procedures in place to promote the welfare of the entire school community. On the other hand, child protection is reactive, involving procedures and actions taken in response to concerns about a student being at risk or experiencing harm. The DSL, by virtue of their title, takes the lead on all safeguarding & child protection matters.
According to Annex C of KCSIE, the DSL should take responsibility for all safeguarding and child protection within a school; responsibilities in England include managing referrals, collaborating with others, sharing information while maintaining confidential files, raising awareness, providing support to staff, understanding children's perspectives, and holding and sharing information.
Further DSL accountabilities in international schools
In addition to these responsibilities, numerous DSL job descriptions within international schools include:
Shortfalls to be aware of
It's essential to note that the Designated Safeguarding Lead (DSL) in international schools may not always be part of the Senior Leadership Team (SLT). This absence from the SLT can pose challenges in executing duties and having the necessary authority to implement policies and procedures effectively.
While some organisations offer comprehensive DSL Level 3 training, concerns have been raised about the adequacy of courses provided by certain training providers. Level 3 training should span at least a full day and be facilitated by at least two experienced child protection practitioners from diverse backgrounds, including the police, social care, and teaching. It's crucial to recognise that while understanding policies is one aspect, effectively navigating the complexities of a safeguarding situation requires a different set of skills.
However, Level 3 training is only one component of training which should be offered. A DSL qualification covering all aspects of the role (for example Safer Recruitment, Health & Safety) needs to be developed and implemented. This will facilitate international school DSLs having the same knowledge and skill base and have a transferable qualification as they navigate their career globally.
Why looking at international standards is important?
Exploring how DSLs tackle these challenges and adapt to the unique dynamics of international schools will provide valuable insights for educators and administrators across various educational settings. Additionally, addressing evolving trends or changes in international school safeguarding practices will contribute to the ongoing dialogue on student well-being and safety in a global context.
The role of the Designated Safeguarding Lead (DSL) in the international school sector has a number of alternative names - Designated Safeguarding Person (DSP), Child Protection Officer (CPO), Child Protection Coordinator (CPC), School Social Worker, to name a few. This instinctively and immediately suggests a wide span lack of consistency.
Contrary to the misconception that a DSL is solely concerned with student welfare, the role is intricate and multifaceted. There are unique challenges compared to the UK as many DSLs operate in countries with either no or rudimentary child protection systems, leaving them to navigate risk and safety plans as a sole entity.
Safeguarding vs Child Protection
Safeguarding is often misconstrued as synonymous with child protection, but they have distinct meanings. Safeguarding is proactive, encompassing the actions, policies, and procedures in place to promote the welfare of the entire school community. On the other hand, child protection is reactive, involving procedures and actions taken in response to concerns about a student being at risk or experiencing harm. The DSL, by virtue of their title, takes the lead on all safeguarding & child protection matters.
According to Annex C of KCSIE, the DSL should take responsibility for all safeguarding and child protection within a school; responsibilities in England include managing referrals, collaborating with others, sharing information while maintaining confidential files, raising awareness, providing support to staff, understanding children's perspectives, and holding and sharing information.
Further DSL accountabilities in international schools
In addition to these responsibilities, numerous DSL job descriptions within international schools include:
- Increased transition of students between countries and between schools, leading to an increased sense of loss and a potential impact on their mental wellbeing.
- Affluent neglect on a wider scale especially with a higher dependency on home help, whether this is an unqualified ‘nanny’ caring for children and doing household tasks or a driver.
- Different cultural values and safeguarding expectations. Staff within a school may have had different safeguarding training and may not have worked in countries where safeguarding is paramount.
Shortfalls to be aware of
It's essential to note that the Designated Safeguarding Lead (DSL) in international schools may not always be part of the Senior Leadership Team (SLT). This absence from the SLT can pose challenges in executing duties and having the necessary authority to implement policies and procedures effectively.
While some organisations offer comprehensive DSL Level 3 training, concerns have been raised about the adequacy of courses provided by certain training providers. Level 3 training should span at least a full day and be facilitated by at least two experienced child protection practitioners from diverse backgrounds, including the police, social care, and teaching. It's crucial to recognise that while understanding policies is one aspect, effectively navigating the complexities of a safeguarding situation requires a different set of skills.
However, Level 3 training is only one component of training which should be offered. A DSL qualification covering all aspects of the role (for example Safer Recruitment, Health & Safety) needs to be developed and implemented. This will facilitate international school DSLs having the same knowledge and skill base and have a transferable qualification as they navigate their career globally.
Why looking at international standards is important?
Exploring how DSLs tackle these challenges and adapt to the unique dynamics of international schools will provide valuable insights for educators and administrators across various educational settings. Additionally, addressing evolving trends or changes in international school safeguarding practices will contribute to the ongoing dialogue on student well-being and safety in a global context.