A child may feel unwell during a school lesson but not know whom to approach. Another child may become worried after getting separated from their class or feel uncomfortable during an interaction but struggle to explain what happened. These situations show why children need to learn how to identify trusted adults and ask for help.
Parents and educators can teach this skill through everyday conversations, simple examples, and short practice activities. Children need to understand not only which adults can help them, but also that they are allowed to speak up when they feel unsafe, confused, or uncomfortable.
Learning to identify trusted people supports school participation by helping children navigate unfamiliar situations, communicate concerns, and seek assistance when necessary.
Step 1: Explain What a Trusted Person Means
Start with a simple explanation suited to the child’s age and understanding. A trusted adult is someone who has an appropriate responsibility to help keep the child safe, listens to their concerns, and responds when they need assistance.
Examples may include a parent or caregiver, a familiar teacher, a school counsellor, or another designated member of school staff.
Explain that children do not have to manage every problem alone. They can ask an appropriate adult for help if they are hurt, lost, worried, confused, or unsure what to do.
Also teach that being friendly or familiar does not automatically make someone trustworthy. Children should know that adults must respect their boundaries and follow appropriate safety rules.
Step 2: Identify Trusted Adults at School
Help your child identify specific people they can approach in their school environment.
Start with their class teacher and identify another appropriate staff member they could approach if the teacher is unavailable. Depending on the school’s arrangements, this might be a designated safeguarding staff member, school counsellor, or another authorised adult.
You can ask simple questions:
- “Who can you tell if you feel sick in class?”
- “Who could help if you cannot find your classroom?”
- “Which adult can you approach if another child hurts you?”
- “What could you do if your usual teacher is not there?”
For younger children, photographs or simple drawings may help them remember names and faces. Older children can practise how to approach a staff member and explain a concern.
Encourage children to identify more than one appropriate adult so they have another option when their first choice is unavailable.
Step 3: Practise Common School Situations
Short role-play activities help children practise what they might say or do before a situation occurs. Keep the examples familiar and reassuring.
If the child feels unwell: Practise saying, “I don’t feel well. Can you help me?” Explain which school adult they should approach.
If the child gets separated from their group: Practise staying in a safe place and seeking help from an identified staff member rather than wandering around alone.
If the child does not understand an instruction: Encourage them to say, “Can you explain that again, please?” This helps them understand that asking questions is a normal part of school.
If someone makes the child uncomfortable: Practise simple phrases such as “Stop,” “I don’t like that,” or “I need help.” Explain that they can move away when possible and tell a trusted adult what happened.
Avoid frightening children with excessive detail about possible dangers. The purpose is to build practical skills and confidence.
Step 4: Teach Children That Their Boundaries Matter
Children need to know that they can communicate discomfort and seek help when someone ignores their boundaries.
Explain that they can say no to unwanted contact, move away from an uncomfortable situation when possible, and tell a trusted adult. Use age-appropriate language to explain that no one should pressure them to keep an unsafe secret.
It is important to make clear that a child is never to blame for another person’s harmful behaviour. If one adult does not listen, the child should keep telling another trusted adult until someone helps.
Parents and educators should also model respectful behaviour by listening when children express discomfort and taking their concerns seriously.
Step 5: Reinforce the Skill Through Daily Conversations
Trusted-person awareness should not be limited to one safety lesson. Families can reinforce it naturally before school, after school, and during discussions about everyday situations.
Before school, briefly remind the child whom they can approach if they need help. After school, ask open questions such as, “Was there a time today when you needed help?” or “Who did you talk to when you had a question?”
Listen calmly to the child’s response. If they describe a difficult experience, avoid immediately dismissing their concern or suggesting that they misunderstood. Help them explain what happened and decide on an appropriate next step.
Teachers can reinforce the same message by making help-seeking procedures clear and showing students where and how to report a concern.
Step 6: Adapt the Approach to the Child’s Communication Needs
Some children may find it difficult to explain a problem verbally. They may communicate more comfortably through pictures, gestures, written words, or a communication aid.
For example, a child might carry a simple help card, use a picture to identify the adult they need, or practise a short phrase before using it at school.
Check that the child understands what to do rather than relying only on their ability to repeat a safety rule. A simple role-play can reveal whether the instructions are clear or need to be adapted.
The aim is to give every child an accessible way to seek help, regardless of their communication style.
How Parents and Educators Can Work Together
Parents can ask the school which staff members students should approach and how children can report concerns. Educators can share appropriate information about school routines and reinforce the importance of asking for help.
Both should communicate that children can speak up, ask questions, and report uncomfortable experiences without being shamed for doing so.
If a child reports possible harm or an unsafe situation, listen carefully, avoid leading questions, and follow appropriate school safeguarding and child-protection procedures. If there is an immediate safety concern, take prompt action through the relevant local channels.
Helping Children Feel Safer and More Confident at School
Teaching children to identify trusted people takes practice. Begin by naming appropriate adults, rehearse common school situations, explain personal boundaries, and reinforce the message that children deserve to be heard and protected.
Children may need reminders when they change classrooms, start a new school, or encounter unfamiliar situations. Keep practice calm, repeat the important messages, and adapt the approach to the child’s understanding.
Neurobloom Rehabilitation Centre in Dubai provides child-focused developmental services, including support related to communication and everyday participation. Families with broader concerns about a child’s communication or school participation can enquire about available services and whether professional guidance may be appropriate.
The essential lesson is simple: children should know whom they can approach, how to ask for help, and that they should continue speaking up until a safe adult responds.
