A mixed methods inquiry into the experiences of Designated Safeguarding Leads working with young people at risk of Child Sexual Exploitation

This study attempts to explore the experiences of Designated Safeguarding Leads (DSLs) in secondary schools in England working with young people at risk of Child Sexual Exploitation (CSE) and identify what facilitating factors and barriers they believe they face in their role. The study followed a two phase mixed methods exploratory sequential model based on a critical realist epistemology. In Phase 1 qualitative data was gathered from individual and paired interviews, conducted using a focus group process and script in the researcher’s local authority. The data was analysed using Inductive Content Analysis and initial categories identified for facilitating factors and barriers. These initial categories were then used to develop a questionnaire. For Phase 2 the questionnaire was sent out via Local Safeguarding Children Boards (LSCBs) in England to DSL in secondary schools. The questionnaire involved both open and closed questions. The quantitative data from the questionnaire was analysed using descriptive statistics and Multinomial Logistic Regressions and the qualitative data was analysed using Content Analysis to assess the validity and transferability of the categories identified in Phase 1. The data analysis from Phase 1 and Phase 2 were interpreted together to explore the experiences of DSLs in England and identify the facilitating factors and barriers in their role. A Systems-psychodynamics lens was used to consider the implications of the findings. These included the need for supervision and protected time for DSLs , evidence-based intervention programmes for young people at risk, improved sharing of information between agencies, shared training opportunities and an increased understanding of the roles and boundaries within the local safeguarding system. The development of guidelines should be considered. A potential role for Educational Psychologists (EPs) to develop targeted interventions for young people (including those with Special Educational Needs [SEN]) and provide supervision for DSLs should be considered further.