Safeguarding and inclusion in educational settings have become increasingly critical, especially within international schools, where students represent a diverse mix of cultural and social backgrounds.
While many countries have only recently begun to legislate for children’s rights and protection, European nations and the United States have established long-standing frameworks. Consequently, many international schools adopt models such as the UK’s Keeping Children Safe in Education (KCSIE) framework.
However, these policies are not always adapted to align with the legal, cultural, and societal contexts of the schools’ host countries. As a result, safeguarding frameworks risk becoming ineffective or irrelevant, potentially leaving students vulnerable.
Safeguarding frameworks risk becoming ineffective or irrelevant.
One of the primary issues international schools face is the lack of cultural competence embedded in practices. Students may experience microaggressions, discrimination, and cultural bias, which can seriously impact both their emotional and physical wellbeing. This highlights the need for contextual safeguarding – a framework that emphasises understanding the broader social environments in which children live and learn.
According to , contextual safeguarding recognises that children’s experiences of harm are often shaped by their community interactions, peer relationships, and local dynamics. This approach is especially important in international school settings, where students may encounter challenges unique to their cultural or linguistic backgrounds.
for educators to be attuned to signs of neglect within the broader community setting. This sentiment is , who underline the significance of developing culturally appropriate intervention strategies that consider the norms and practices of different societies. In international schools, this involves adapting safeguarding procedures to reflect the wide-ranging experiences and expectations of their diverse student populations.
Reliance on eurocentric models
Despite best intentions, many international schools remain reliant on eurocentric safeguarding models that do not always account for the complex realities of their local contexts. Frameworks like KCSIE are often seen as benchmarks of good practice, especially for schools pursuing international accreditation. However, these models can struggle to address culturally sensitive topics, or legal limitations present in some regions.
Many international schools remain reliant on eurocentric safeguarding models.
For example, issues such as gender identity, sexuality, and disability may be addressed thoroughly in European models, but schools located in more conservative societies may find themselves constrained by local laws or community expectations. This misalignment can hinder a school’s ability to fully support its most vulnerable students, especially those whose identities may not align with dominant cultural norms.
Diversity, equity, inclusion and belonging
To improve safeguarding effectiveness, international schools must integrate principles of Diversity, Equity, Inclusion, and Belonging (DEIB) into their policies and practices. DEIB-centered safeguarding promotes an inclusive culture where all students feel seen, heard, and protected.
Research led by Nicholas Musau – those rooted in DEIB – enhance protection by centering children’s rights and creating environments that are inclusive and welcoming. This is particularly important for international schools, where diverse student populations necessitate culturally sensitive approaches.
In addition, discuss how safeguarding leads often face challenges when identifying neglect or abuse in affluent or high-achieving communities. This points to the importance of tailoring child protection policies to account for not only cultural but also socioeconomic variables. Schools must therefore ensure that their safeguarding strategies are dynamic and adaptable to the needs of all students, regardless of background.
Cultural norms, religious beliefs and legal frameworks differ greatly across the globe.
Incorporating DEIB principles helps schools counteract systemic biases that may otherwise be embedded within policies. It encourages school leaders to acknowledge and confront their own assumptions, ultimately leading to more equitable and effective safeguarding measures.
Beyond addressing physical safety, DEIB integration fosters psychological safety and improves student engagement, wellbeing, and academic success. Furthermore, this strengthens the institution’s reputation and legitimacy in an increasingly accountability-driven global educational landscape.
Safeguarding strategies must be dynamic and adaptable to the needs of all students.
Although the integration of DEIB into safeguarding frameworks is essential, its implementation is not without challenges. Cultural norms, religious beliefs, legal frameworks, and historical dynamics differ greatly across the globe, and international schools must navigate this complexity carefully. Standardised policies may fall short when they fail to reflect these realities, underscoring the need for locally informed practices.
It is important to consider incorporating student voice and representation within safeguarding governance, especially for marginalised groups. This participatory approach not only strengthens resilience but also ensures that policies are lived experiences rather than theoretical guidelines. Schools that build their safeguarding culture around inclusivity and belonging are more likely to meet the complex needs of their student bodies while fostering a genuinely safe learning environment.
Conclusion
Safeguarding in international educational settings requires more than the application of standard policies. It demands a nuanced, contextually aware, and DEIB-informed approach that honours the diverse realities of global learners.
By embedding cultural competence, multi-agency collaboration, and inclusive practices into their safeguarding frameworks, international schools can move beyond compliance and work towards genuinely protective and supportive environments for all students.
Priya Mitchell will be speaking at the 43rd COBIS Annual Conference from May 10 to 12 , in London. To hear from her and other education experts like her,
