Be ready for World Down Syndrome Day on 21st March

Children with Down’s syndrome can attend both mainstream or special schools. This will look very different for each child and school staff should be mindful that they do not look at the child as simply “having Down’s syndrome” or use statements such as “we have had children like that here before”. Schools must consider individual strengths and support needs, particularly when looking at safeguarding. This may mean that pupils:

• have additional communication needs

• do not understand that what is happening to them is harm or abuse

• need intimate care

• are isolated from others

• are dependent on adults for care.

Staff should adapt their safeguarding practice to ensure it is accessible to all pupils. This could include:

• Knowing the pupil well and keeping up to date with any changes in their lives or health that may affect their wellbeing. Staff should be vigilant to subtle behaviour changes which may indicate that something may be impacting their safety or wellbeing, both in their home or at school.

• Adapting communication styles. Some pupils will require support with communication so staff learning sign language or providing pictorial resources is key to supporting children to make their needs known or let staff know if they need help. This could include making a disclosure of harm.

• Avoiding misconceptions. This includes that children with Down’s syndrome are always happy or are overly affectionate. They should be treated with the same professional curiosity as their peers. This includes making sure they are aware of boundaries and healthy relationships.

• Ensuring pupils have access to a balanced and varied PSHE curriculum. This includes supporting them to learn about puberty, consent, sex and relationships and information about good physical and mental health.

• Having age-appropriate policies to support with personal or intimate care. These will need to adapt as the pupil journeys through the school. The child’s safety, wellbeing and dignity should always remain the focus.

Additional mental health and wellbeing support will be key to ensuring pupils are able to thrive in school settings and later as adults in our wider society. This year there is a focus on “Together against loneliness,” ensuring that people with Down’s syndrome are supported to build positive, safe, and meaningful connections. This focus will help to ensure staff can work with pupils and their families to identify and prevent potential safeguarding risks such as isolation, bullying or exploitation.

Children who have Down’s syndrome must be supported to feel safe and valued in their school communities. Safeguarding resources should be centred around clear and inclusive communication that enables pupils to understand information, express their feelings, and share concerns safely. This includes using age-appropriate language, accessible formats, and supportive non-verbal communication styles that encourage openness and trust. Those with pupils in their schools with Down’s syndrome must ensure that they are having open conversations about safeguarding be confident to make any necessary adaptions to policies and practice.

World Down Syndrome Day is being celebrated across the globe on March 21st, 2026.

To find out more you can visit www.worlddownsyndromeday.org or to find out more about Down’s syndrome Down's syndrome visit the NHS information pages.

About the Author: Melissa Pollard is a Designated Safeguarding Lead with 20 years experience in Education and Children's Mental Health.