This informal CPD article ‘Relational Safeguarding: From Policy to Presence’ was provided by Regina Riley, Founder of Adoniso, a training and development organisation committed to enhancing the quality of care for children and young people through emotionally intelligent, trauma-informed practice.
Safeguarding is often framed in procedural, legal, and compliance-based terms. While these are vital components, they only tell part of the story. Relational safeguarding is an approach that integrates emotional intelligence, attuned practice, and trauma-informed principles into everyday safeguarding work. This article explores how relational safeguarding complements policy, builds trust, and provides a more holistic framework for protecting children and young people (CYP).
Safeguarding Policy as the Foundation
The statutory guidance in England, 'Working Together to Safeguard Children’ defines safeguarding as protecting children from maltreatment, preventing impairment of health or development, and ensuring children grow up with safe and effective care (1). While this definition is legally sound, implementation often relies on checklists, referral pathways, and reactive measures. A policy-based approach without emotional attunement risks overlooking subtle warning signs or relational dynamics that may not be easily documented but are critically important (Munro, 2011) (4).
What is Relational Safeguarding?
Relational safeguarding emphasises presence, trust, and emotional intelligence. It is the act of safeguarding through connection, listening, and curiosity. Rather than viewing safeguarding as a one-off referral, relational safeguarding sees protection as a process rooted in human relationships and built on empathy, compassion, and safe communication (Turney et al., 2012) (6).
A relational practitioner notices shifts in behaviour, validates a child’s unspoken fears, and recognises that silence can be a survival strategy. These responses require emotional intelligence, particularly self-awareness, empathy, and attuned listening (Goleman, 1995; Treisman, 2021) (2) (5).
When Policy Isn’t Enough
High-profile inquiries have repeatedly highlighted failures not just of policy, but of professional curiosity and emotional attunement. In a high-profile child protection case (2003) (3), despite multiple professional contacts, relational safeguarding was absent. Likewise, in a major sexual exploitation inquiry, a whistleblower's concerns pointed not only to systemic negligence but also to the dismissal of emotionally intelligent concerns voiced by frontline workers (Jay, 2014) (3).
Relational safeguarding might have meant believing disclosures, observing distress, or trusting a practitioner’s gut feeling, even when concrete evidence was lacking. These elements often exist outside the policy checklist but are vital to preventing harm.
Emotional Intelligence in Practice
Daniel Goleman (1995) (2) identifies emotional intelligence as the ability to recognise, understand, and manage our emotions - and to recognise and influence the emotions of others. In safeguarding, this translates into:
• Remaining calm under pressure
• Validating a child’s distress
• Challenging colleagues compassionately
• Noticing what isn’t said
Emotionally intelligent safeguarding leaders also cultivate psychological safety in teams; spaces where staff feel safe to raise concerns, reflect, and be emotionally present without fear of blame or dismissal (Edmondson, 2019) (1).
Embedding Relational Safeguarding in Organisations
Organisations need policies that allow for flexibility, human connection, and reflection. Supervision structures should include space for emotional processing, not just compliance checks. Reflective practice, relational leadership, and trauma-informed training should be embedded at every level (DfE, 2018; Treisman, 2021) (1) (5).
Conclusion
Relational safeguarding does not replace policy; it completes it. When professionals are emotionally present, relationally attuned, and supported by psychologically safe environments, safeguarding becomes more than a duty, it becomes a human act of protection, grounded in compassion and care. As practitioners, we must not only follow policy but embody its purpose: to keep children safe in a world that often overlooks their silent cries.
We hope this article was helpful. For more information from Adoniso, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.
References
- Department for Education (DfE). (2018). Working Together to Safeguard Children.
Edmondson, A. (2019). The Fearless Organization: Creating Psychological Safety in the Workplace. - Goleman, D. (1995). Emotional Intelligence. Bantam Books.
- Jay, A. (2014). Independent Inquiry into Child Sexual Exploitation in Rotherham (1997–2013).
- Munro, E. (2011). The Munro Review of Child Protection: Final Report.
- Treisman, K. (2021). A Therapeutic Treasure Box for Working with Relational Trauma. Jessica Kingsley Publishers.
- Turney, D., Platt, D., Selwyn, J., & Farmer, E. (2012). Improving Child and Family Assessments in Social Work: Principles and Practice.
