One of the reasons that I love the Contextual Safeguarding approach is that it is ever-evolving and recently there have been some really interesting updates on some of the foundational resources.
In this blog we are going to focus on the introduction of “caring” as a core value in the Contextual Safeguarding framework.
As practitioners, communities, and systems work together to protect young people from harm beyond the family home, this emphasis on care signals a broader cultural and relational shift—one that places human connection and empathy at the heart of safety.
This for me sits alongside similar shifts in other areas, such as Lovin’ Care in the Children’s Homes sector.
What is Contextual Safeguarding?
Contextual Safeguarding is an approach developed to understand, respond to, and prevent harm young people face in extra-familial settings—like schools, neighbourhoods, online spaces, and peer groups.
Rather than focusing solely on parenting or family intervention, it advocates for the safeguarding of the environments and relationships that surround young people.
The values underpinning the 4 domains of Contextual Safeguarding are essential, without these values underpinning the work, contextual safeguarding is not taking place. The values are ecological, strengths based, rights-based, evidence informed and collaborative.
Why Add “Caring”?
The inclusion of “caring” as a formal value reflects a growing recognition that systems alone cannot safeguard; relationships must also be nurturing, compassionate, and emotionally attuned.
It’s not enough to intervene in harmful contexts—we must do so in ways that convey belief in young people’s worth and potential.
We must see the whole of the young person and recognise that the relationship is what provides the safety. We gain the relationship through Caring about that child or young person.
“Relationships are the agents of change.”
– Dr Bruce D Perry
To create environments for change can we:
Caring for all
Bringing care into safeguarding work means rethinking how we show up—individually and collectively. This means that Practitioners must be supported to work relationally, with time, space, and supervision that acknowledges the emotional demands of the role.
By embedding CARE at the core of safeguarding young people, we do more than prevent harm—we help create the conditions in which young people and practitioners can flourish.
Contextual Safeguarding training
Contextual Safeguarding Training
1:1 Reflective Practice Supervision
Supervision Skills Training
About the author
Suzi Moore is Trainer in the field of Trauma, Child Sexual Abuse and Contextual Safeguarding.
Suzi worked for the Contextual Safeguarding Team at the University of Bedfordshire, delivering Contextual Safeguarding training to a range of sectors during the initial programme phase.