Priya Mitchell brings a very personal perspective to safeguarding this week, with an international twist. She discusses the impact on herself of her various roles over her extensive career in the safeguarding industry, formal & informal support and the importance of having a strong support network.
Take stock moment
Some months back, during a safeguarding training session for parent volunteers, a mother posed a poignant question that resonated deeply: 'Who looks after you while you are looking after everyone else’s children?' Her tearful inquiry brought me to a momentary halt, and after a brief pause, I shared that I am fortunate to have a support system that allows me to reflect on the profound impact of my work.
With over 11 years as a frontline social worker in London, child protection was my daily focus. Climbing the ranks to become a Team Manager and with the additional role of being part of the Emergency Duty Team, I often endured 60-hour weeks. Monthly supervision was the expectation, and as a Team Manager, I underwent a year-long Reflective Supervision training, enhancing my ability to provide meaningful support to the social workers under my guidance.
Transitioning into the role of an international safeguarding consultant, I found myself in schools where monthly clinical supervision was not the norm. However, I was fortunate enough to work for international schools who valued the supervision process; funding monthly supervision for me. A robust social support system has also been instrumental.
While serving as a DSL in Abu Dhabi, my Headteachers maintained an open-door policy for moments when safeguarding situations prompted me to seek an outlet. Their response, often a smile accompanied by an 'are you done?' comment, provided a safe space for emotional release before tackling the next task of the day.
The DSL role is more than a 'side hustle' for a keen member of staff
Having offered supervision to DSLs in international schools for years, I am aware that while some are fortunate to work in schools with outstanding pastoral teams, sharing responsibilities through a 'Team around the Child' approach, the emotional toll on DSLs is evident in conversations about overwhelming situations. Many DSLs describe the vicarious trauma they are experiencing; add to this the confidentiality of the issues they are working with and the limits of who they can discuss the issue with, many DSLs become overwhelmed and burnt out.
The DSL role, often an additional responsibility for a member of the SLT, proves unpredictable, with insufficient hours in the day to fulfil its demands alongside teaching and other management responsibilities. Adding to the complexity is the need for a diverse skill and knowledge set, it’s a role that needs to be considered carefully who the right individual is.
International schools face the challenge of implementing best practices in an environment where parents are clients, and schools, essentially businesses, often lack systemic support. With a brand to protect, whistleblowing poor practice can jeopardise employment. This reality poses an increasing challenge for many DSLs. A problem all too common with many organisations. The perceived fear of a damaged reputation outweighs the perceived benefits of being transparent and proving you're abilities as an organisation on how you manage challenges. We must embrace failures to move forward and improve.
That further stress means that frequent and reflective supervision becomes crucial for DSLs to navigate organisational challenges, resource limitations, and skills/experience gaps.
Final reflections
Reflecting on my international journey, I've enriched my skill set, emphasising the importance of partnership in the absence of a child protection system with legislative frameworks. Cultural understanding becomes paramount, acknowledging that delivering a safeguarding message in the Middle East might be more effective coming from a male senior leader. As frustrating as that sounds in a world where we continue to push for equal rights, context and the reality of how to get the best outcome needs to be considered.
Aligning with the DEI framework fosters openness, transparency, and collaboration between families and schools. In recognising that the child is at the centre and that everyone shares the same aim — the child’s wellbeing — flexibility in practice becomes essential to achieve that ultimate goal.
Take stock moment
Some months back, during a safeguarding training session for parent volunteers, a mother posed a poignant question that resonated deeply: 'Who looks after you while you are looking after everyone else’s children?' Her tearful inquiry brought me to a momentary halt, and after a brief pause, I shared that I am fortunate to have a support system that allows me to reflect on the profound impact of my work.
With over 11 years as a frontline social worker in London, child protection was my daily focus. Climbing the ranks to become a Team Manager and with the additional role of being part of the Emergency Duty Team, I often endured 60-hour weeks. Monthly supervision was the expectation, and as a Team Manager, I underwent a year-long Reflective Supervision training, enhancing my ability to provide meaningful support to the social workers under my guidance.
Transitioning into the role of an international safeguarding consultant, I found myself in schools where monthly clinical supervision was not the norm. However, I was fortunate enough to work for international schools who valued the supervision process; funding monthly supervision for me. A robust social support system has also been instrumental.
While serving as a DSL in Abu Dhabi, my Headteachers maintained an open-door policy for moments when safeguarding situations prompted me to seek an outlet. Their response, often a smile accompanied by an 'are you done?' comment, provided a safe space for emotional release before tackling the next task of the day.
The DSL role is more than a 'side hustle' for a keen member of staff
Having offered supervision to DSLs in international schools for years, I am aware that while some are fortunate to work in schools with outstanding pastoral teams, sharing responsibilities through a 'Team around the Child' approach, the emotional toll on DSLs is evident in conversations about overwhelming situations. Many DSLs describe the vicarious trauma they are experiencing; add to this the confidentiality of the issues they are working with and the limits of who they can discuss the issue with, many DSLs become overwhelmed and burnt out.
The DSL role, often an additional responsibility for a member of the SLT, proves unpredictable, with insufficient hours in the day to fulfil its demands alongside teaching and other management responsibilities. Adding to the complexity is the need for a diverse skill and knowledge set, it’s a role that needs to be considered carefully who the right individual is.
International schools face the challenge of implementing best practices in an environment where parents are clients, and schools, essentially businesses, often lack systemic support. With a brand to protect, whistleblowing poor practice can jeopardise employment. This reality poses an increasing challenge for many DSLs. A problem all too common with many organisations. The perceived fear of a damaged reputation outweighs the perceived benefits of being transparent and proving you're abilities as an organisation on how you manage challenges. We must embrace failures to move forward and improve.
That further stress means that frequent and reflective supervision becomes crucial for DSLs to navigate organisational challenges, resource limitations, and skills/experience gaps.
Final reflections
Reflecting on my international journey, I've enriched my skill set, emphasising the importance of partnership in the absence of a child protection system with legislative frameworks. Cultural understanding becomes paramount, acknowledging that delivering a safeguarding message in the Middle East might be more effective coming from a male senior leader. As frustrating as that sounds in a world where we continue to push for equal rights, context and the reality of how to get the best outcome needs to be considered.
Aligning with the DEI framework fosters openness, transparency, and collaboration between families and schools. In recognising that the child is at the centre and that everyone shares the same aim — the child’s wellbeing — flexibility in practice becomes essential to achieve that ultimate goal.