20 Safeguarding Questions You May Be Asked at a Teacher Interview

Safeguarding questions explore how you would respond when a child needs help. A panel needs to hear that you can recognise a concern, act promptly and use the correct reporting route, even when the situation is uncomfortable or unclear.

These practice questions are for interviews in England. Read the current Part One of Keeping Children Safe in Education (KCSIE), alongside the school’s safeguarding policy. The Department for Education’s KCSIE publication page identifies the version in force.

Use the answer pointers to prepare your own responses. They are interview preparation, rather than a substitute for safeguarding training.

1. What does safeguarding mean in your day-to-day work?

Connect your answer to everyday decisions: noticing changes, maintaining professional boundaries, listening to pupils and following procedures. Prepare an example showing that you pay attention to children’s welfare beyond the lesson objective.

2. What would you do if a child disclosed abuse?

Listen calmly, take them seriously and explain that you need to involve people who can help. Avoid leading questions or investigating. Record their words accurately and report promptly through the safeguarding procedure. NSPCC guidance on responding to abuse.

3. Would you promise to keep a pupil’s disclosure confidential?

No. Explain sensitively that you cannot promise secrecy where someone may be unsafe. In an interview, practise a child-friendly response: “Thank you for telling me. I need to share this with someone who can help keep you safe.”

4. What would you record after a concern?

Record what you saw or heard, when it happened, who was involved and the action you took. Distinguish observations from interpretation and use the school’s secure system. An accurate account helps the safeguarding team understand what happened. NSPCC recording advice.

5. What if the designated safeguarding lead is unavailable?

Know the deputy and alternative arrangements. The absence of a designated safeguarding lead (DSL) must not delay necessary action. Anyone can make a referral to children’s social care; call 999 in an emergency. KCSIE guidance.

6. What would you do if your concern had not been acted on?

Explain how you would follow up and escalate through the relevant safeguarding or whistleblowing route. “I told someone” is an incomplete answer when a child may remain unsafe. Be prepared to explain whom you would contact next. NSPCC escalation and whistleblowing guidance.

7. How would you respond to a concern about a colleague?

Use the staff allegations procedure promptly; do not confront the colleague or investigate yourself. Allegations about staff normally go to the headteacher. Concerns about the headteacher go to the chair of governors or proprietor; where that creates a conflict, contact the local authority designated officer (LADO). KCSIE staff allegations guidance.

8. What is a low-level concern?

It is a concern about an adult’s conduct that is inconsistent with expected professional behaviour but does not meet the harm threshold. “Low-level” does not mean unimportant. Explain that you would report it through the school’s specified route, rather than dismiss it. NSPCC low-level concerns guidance.

9. What would you do about sexual harassment between pupils?

Take the report seriously, address immediate safety and involve the DSL promptly. Do not dismiss it as banter or organise informal mediation yourself. Show awareness that all children involved may need protection and support. NSPCC guidance on allegations against children.

10. A pupil says an intimate image is being shared. What next?

Report immediately to the DSL. Do not ask to see the image, copy it, forward it or ask pupils to delete it. Follow the school’s procedure for devices and evidence. The response needs trained safeguarding oversight. UKCIS guidance on sharing nudes and semi-nudes.

11. What safeguarding risks can arise online?

Prepare to discuss harmful content, unwanted contact, harmful behaviour and commercial risks. Make your response practical: what would you notice, what would you report and how would you use approved school systems? Avoid claiming that filtering removes every risk.

12. How would you respond to possible radicalisation?

Treat it as a safeguarding concern and raise specific observations with the DSL. Avoid assumptions based on religion, ethnicity or political disagreement. Explain how you would follow the school’s Prevent procedures and seek appropriate advice. DfE Prevent guidance.

13. What are your responsibilities concerning FGM?

Teachers in England have a personal duty to report known cases of female genital mutilation in under-18s to the police when discovered through direct disclosure or visual identification during professional work. Do not examine a child. Suspected or at-risk cases require safeguarding action too. Government FGM reporting guidance.

14. How could changes in attendance raise a concern?

Explain how you would notice and report a pattern without jumping to conclusions. A strong answer connects classroom observations with the school’s attendance and safeguarding processes, rather than treating absence solely as an administrative issue.

15. How would you safeguard pupils with SEND?

Consider communication barriers and the risk of wrongly attributing changes to a pupil’s special educational needs or disabilities (SEND). Explain how you would listen accessibly, use relevant support and report concerns. KCSIE guidance.

16. What would you do if a pupil spoke about self-harm?

Take them seriously, seek immediate help if needed and involve the safeguarding team promptly. Do not promise secrecy or attempt a clinical assessment yourself. In your answer, make clear how you would secure help rather than leave the pupil unsupported.

17. Would you contact parents about every safeguarding concern?

Do not make that decision automatically. Involving a parent can sometimes increase risk or affect an investigation. Explain that you would follow the safeguarding process and take advice from the DSL or relevant agency. NSPCC responding to abuse guidance.

18. How do you maintain professional boundaries?

Prepare examples involving approved communication channels, social media, one-to-one work and gifts. Describe how you would check the staff code of conduct when unsure. A useful answer shows consistent judgement in ordinary situations, not just in a crisis.

19. How do you keep your safeguarding knowledge current?

Name the training, briefings and policy updates you actually use. Explain one change you made to your practice after learning something. Avoid listing courses without showing how the learning affects your work.

20. Tell us about a safeguarding concern you handled

Use an anonymised example and focus on your actions, reporting and learning. If you have not handled one, say so and work through a hypothetical scenario. Never invent experience or disclose information that could identify a child.

Practise the sequence, not a script

Choose three questions and answer them aloud. Check that each response explains your first action, reporting route and follow-up. Where a scenario involves immediate danger, make urgent protection explicit.

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