“So, did you have a good holiday?”

“So, did you have a good holiday?”

The sun has been shining. The extended break was needed. Many of us have been lucky enough to get away, whether here or abroad, and spend some much-needed time with family and friends. There was probably more than a little work completed too, and it is worth remembering that some colleagues may have had difficult summers, dealing with a range of personal and professional challenges.

The same will be true for many of our learners. Some will have had the time of their lives, enjoying the freedom and excitement of new adventures and time away from the demands of education. However, there will be a significant minority who may have struggled during the extended break. For many, school is a place of safety, routine, and stability, even if they do not always show it.

The freedom of the summer break can be difficult for some pupils to navigate, for a variety of reasons. For some, increased unstructured time may have affected their mental health, leading them to rely heavily on social media or technology. Others may have experienced greater exposure to an abusive family member, witnessed domestic abuse, or experienced neglect.

Pupils who struggle with attendance may find the transition back to term time more difficult than most and may require additional support. The start of the academic year is a crucial opportunity to re-engage these learners. Something as simple as a message saying you are looking forward to seeing them, or discussing a support plan before their return, could make all the difference.

As we prepare to welcome pupils back, it is worth remembering that opening the first form time with stories of fabulous holidays abroad or setting ice-breaking activities centred around your best holiday moment is not always the most inclusive way to start the academic year.

Instead, why not schedule informal check-ins with pupils? A simple rating from 1 to 10 can provide an indication of whether further pastoral or safeguarding support may be needed. These conversations can also help identify pupils who are experiencing the opposite reaction to returning to school; those who have loved the freedom of the holidays and are dreading the pressures, expectations, and routines of the long autumn term.

Top tips for effective check-ins include:

• Ensuring they take place in a quiet, private, but observable location.

• Keeping them brief, conversational, and non-judgemental.

• Starting with simple, open questions such as: “How are you feeling about being back in school?”, “How was the summer for you?” or “Is there anything you're worried about at the moment?”

• Using a simple scaling question such as: “If 1 is really struggling and 10 is doing brilliantly, where would you put yourself today?”

• Focusing on listening rather than immediately solving problems.

• Paying attention to changes in presentation, mood, behaviour, attendance, engagement, or appearance.

• Ending with reassurance and clarity about what support is available.

The outcome of these check-ins will vary significantly, but it is vital that any indication a pupil requires additional support is acted upon promptly and appropriately. Effective safeguarding relies not only on recognising concerns but also on ensuring that those responsible for safeguarding are themselves supported.

Formal safeguarding supervision provides a dedicated space for reflection, challenge, emotional support, and professional development, helping practitioners to process complex situations and make informed decisions. When safeguarding professionals are well supported, they are better equipped to identify risk, respond effectively to concerns, and provide the best possible protection for children and young people.

About the author: Claire Bellman is a Designated Safeguarding Lead and Deputy Head Pastoral with over 20 years experience in schools.