If you have any concerns about a disabled child ring Children’s Services Contact Team on 020 7527 7400 or the Disabled Children’s Team on 0207 527 3366.

The additional vulnerability of disabled children means they are more likely to suffer abuse and neglect, yet they are underrepresented in the safeguarding system.

This information is aimed at professionals and volunteers working with children and young people with a range of very different conditions and identities. This includes children who: 

• are d/Deaf; 
• have a learning Disability; 
• have visual impairment; 
• have a long-term illness; 
• have a physical Disability such as cerebral palsy; 
• are neurodiverse, such as being on the autistic spectrum or having attention deficit hyperactivity disorder (ADHD).

Professionals can sometimes miss the signs of abuse due to the complexity of young people’s needs, an acceptance of things being how they are, or allowing their recognition of the challenges facing parents/carers to cloud their judgement leading to abuse or neglect being under-reported.

We must recognise the individual needs of children with SEND and their additional vulnerability to risks such as bullying (including prejudice-based), neglect, sexual abuse, exploitation and radicalisation, whether on or offline.

Every child has a right to protection from harm. And every group or organisation that works, volunteers or comes into contact with children has a responsibility to keep them safe.

Children and young people who are d/Deaf or have a Disability are at an increased risk of being abused compared with their peers. They are also less likely to receive the protection and support they need when they have been abused.

d/Deaf children and Disabled children are not a homogenous group. As with all children, the environment and circumstances a child is raised in can impact their wellbeing and everyday lives. The child’s specific Disability, condition or identity may also affect the types of risks they are exposed to.

However, there are several overarching factors that contribute to d/Deaf children and Disabled children being at greater risk of abuse.

• Social isolation with fewer outside contacts than other children. 
• A need for practical assistance in daily living, including intimate care. 
• Physical dependence with consequent reduction in ability to be able to resist or avoid abuse. 
•  Communication or learning difficulties preventing disclosure or making disclosure more difficult. 
• Carers and staff lacking the ability to communicate adequately. 
• A lack of continuity of care so behavioural changes may go unnoticed. Lack of access to ‘keep safe’ strategies available to others.
• Parents / carers own needs and ways of coping may conflict with the needs of the child. 
• The child / carers inhibited about complaining for fear of losing services. 
• The child being especially vulnerable to bullying, intimidation or abuse. 
• Some sex offenders may target disabled children in the belief that they are less likely to be detected. 
• Over-identification with the needs of parents / carers that can lead to a professional reluctance to make judgements about concerning aspects of parenting

Social Model of Disability

The Social Model of Disability is a framework that helps us understand disability in a way that promotes inclusion, respect, and empowerment—especially important when safeguarding children.

The Social Model of Disability says that people are disabled not by their impairments or differences, but by the barriers created by society.

These barriers can be:

• Physical (e.g. buildings without ramps or lifts)
• Attitudinal (e.g. assumptions that disabled children are less capable)
• Organisational (e.g. policies that exclude or overlook disabled children’s needs)
• Communication-based (e.g. lack of accessible formats or support for non-verbal children)

Why It Matters for Safeguarding Children

When safeguarding children, the Social Model helps us:

• Focus on removing barriers so all children can participate fully and safely.
• Recognise the child’s strengths and potential, rather than defining them by their disability.
• Ensure inclusive environments where disabled children feel valued, heard, and protected.
• Challenge discrimination and neglect, which can arise from societal attitudes or inaccessible systems.

Example

Instead of asking “What’s wrong with this child?”, the Social Model encourages us to ask:

“What can we change in the environment, attitudes, or systems to support this child better?”

How to Apply it in Practice

• Listen to disabled children and involve them in decisions about their care and safety.
• Train staff to understand and challenge ableism.
• Adapt safeguarding policies to be inclusive of all children’s needs.
• Work with families and professionals to create supportive, barrier-free environments.