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People and Culture

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  • Home
  • About People and Culture
    • Our Structure
    • People and Culture Strategy
    • Staff Charter
    • Key Contacts
    • New Staff Welcome
  • Employees
    • HR Hub
    • Pay, Reward and Benefits
    • Learning and Development
    • Development and Career Progression
    • International Staff Support
    • Wellbeing at Queen's
    • Managing Stress at Work
    • Annual, Family and Other Leave
    • Sickness Absence
    • Employee Experience and Engagement
    • Green Impact
  • Managers
    • Performance Management Toolkit
    • Sickness Absence
    • Leave Toolkit
    • Induction Toolkit
    • Recruitment and Selection
    • Employee Assistance Programme Manager Support
    • Occupational Health Service
    • Workplace Conduct
    • Job Evaluation
    • Redeployment
    • Leaving Employment
  • Work at Queen's
    • Recruitment and Selection
    • International Staff Support
    • Women at QUB
    • Fellowships at Queen's
    • Pay, Rewards and Benefits
    • Learning and Development
  • HR HUB
  • A-Z
  • Diversity and Inclusion
    • Equality Legislation
    • Policies, Procedures and Guidance
    • Fair Employment Return Monitoring Data
    • Disability
    • Menopause
    • Fertility Treatment Leave
    • Celebrating Diversity
    • Faith, Religion and Belief
    • Trans Equality
  • Annual, Family and Other Leave
    • Annual Leave
    • Work Life Balance Policies
    • Other Leave
    • Agile Working Toolkit
  • Legal Services and Employee Relations
  • Learning and Development
    • Researcher Development
    • Learning for All
    • Learning Resources LinkedIn Learning
    • Leadership and Management Development
    • Essential Learning
    • Administrative Skills
    • Career Development Hub
    • Coaching and Mentoring
    • Remote Working
  • News
  • Pay, Reward and Benefits
    • Reward and Recognition
    • Pay and Conditions
    • Financial Support
    • Parents and Caring
    • Discounts
    • Commuting
    • Pay & Reward Benefits
    • Financial & Other Benefits
  • Fellowships at Queen's
    • Illuminate: Vice-Chancellor's Fellowship Scheme
    • Fellowship Academy
    • Externally Funded Fellowships
  • People and Culture COVID Guidance
    • COVID-19: People and Culture FAQs
  • Home
  • People and Culture
  • Legal Services and Employee Relations
  • Working with Children and Adults at Risk
  • Policies & Procedures to Comply With
  • Safeguarding Concerns
  • Who could raise/identify concerns?

Who could raise/identify concerns?

Concerns could be raised in a variety of ways: 

  • A child could come forward themselves, or they may come forward with concerns about another child. 
  • An adult at risk could come forward themselves. 
  • Someone acting on behalf of a child or adult at risk may come forward to report that they have concerns, or that concerns have been raised with them.  This may include people with parental/caring responsibilities, employees/workers/students, or a member of the public. 
  • A child or adult at risk’s behaviours may indicate harm/abuse/breach of policies and/or procedures. 
  • An employee/worker/student may have concerns about the behaviour of children/colleagues/others that makes them feel uncomfortable. 

If a child makes a disclosure, it may not be made in a straightforward way.  They may:

  • Behave in a way that suggests something is wrong e.g. sexualised behaviour - they may not know they are doing this. 
  • Write letters or draw pictures.
  • Make jokes.
  • Post content on social media. 
  • Role-play.
  • Be clingy with a person they trust.  
  • Create a drama.
  • Be aggressive.  
  • Be inappropriate with other children. 
  • Suggest the abuse is happening to a third party or an imaginary friend.

Children and adults at risk may find it difficult to make a disclosure for a number of reasons: 

  • An adult didn’t notice or action previous attempts at disclosure. 
  • They are afraid. 
  • They have been threatened.
  • The do not recognise they are being abused. 
  • They do not think they will be believed or taken seriously. 
  • They are protecting the abuser and/or their family. 
  • They are ashamed, embarrassed or feel guilty. 
In This Section
Safeguarding Concerns
  • Safeguarding Concerns
  • Examples of concerns that must be reported
  • Who could raise/identify concerns?
  • If you have a concern
  • What to do if someone raises a concern
  • How the University responds to concerns
  • DBS Barring Referrals
  • Abuse
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