KCSIE 2025: Why This Year's Update Matters More Than Ever

Each year, those of us working in education and safeguarding wait for the Keeping Children Safe in Education (KCSIE) draft guidance to drop. By now, mid June, we’re usually reviewing the detail, updating training slides, and getting ready for implementation in September.

But this year? We’re still waiting. And for good reason, I think.

The Department for Education’s Call for Evidence, which closed on 20 June 2024 hinted that the 2025 update may be more than a refresh. Many of us sense it’s going to be a more substantial rewrite, responding to the complex realities facing children, schools, and safeguarding leads today.

Frankly, it’s overdue.

What Might Be Coming – and Why It Matters

From conversations across the sector, some key themes are emerging and these are the areas I’ll be reading most carefully when the guidance is finally published:

1. Online Harms and the Role of AI

The digital landscape is evolving rapidly, and with it, the nature of risk. Deepfake technology, AI generated images, and 24/7 online communication mean that traditional safeguarding practices need urgent updating.

The Children’s Commissioner for England has already called for bans on apps that allow sexualised AI images of children, and warned of increasing threats via deepfake “nudification” tools (Children’s Commissioner, 2024). In Australia, school wide bans on mobile phones were introduced partly in response to the spread of deepfake content.

We need stronger guidance on AI risk assessment, proactive digital literacy education, and clear procedures for schools when incidents arise out of hours or across platforms.

"The world children are growing up in is very different to even five years ago. Our policies need to reflect that, not play catch up.” — Safeguarding Lead, UK Secondary School

2. Supervision for DSLs – From Optional to Essential

One of the most talked about (and overdue) changes I’m hoping for is formalised, regular supervision for Designated Safeguarding Leads and other pastoral care roles  (DSLs).

The pressures on DSLs are enormous. Balancing frontline concerns, referrals, online risks, mental health issues, and staff support is not sustainable without proper supervision and reflective space.

Several safeguarding training providers and education consultants like Debbie Innes-Turnill , Holly Goodwin and myself included have been advocating for this to move from recommendation to a mandated requirement. As Judicium Education noted recently,

“the role of the DSL has grown significantly, and the emotional toll can be high.”

Regular supervision helps manage that burden, reducing burnout and increasing effectiveness. Thankfully many MATs and schools recognise this and are already providing supervision.

3. Clearer Role Definitions and Protected Time for DSLs

Alongside supervision, I’d expect stronger language around workload protections for DSLs, including clearer expectations around delegation, seniority, and capacity. A named DSL with little time or autonomy can’t realistically fulfil the duty of care required. This is particularly critical in settings where safeguarding issues are complex or frequent, such as alternative provision, SEND environments, or pastoral heavy roles in secondary schools.

4. Mental Health Embedded in Safeguarding

Thankfully, mental health has become a recognised part of the safeguarding picture. But there’s still inconsistency in how this is addressed in school systems. The 2023 NHS figures showed that 1 in 5 children and young people in England are now experiencing a probable mental health condition, up from 1 in 9 in 2017 (NHS Digital, 2023).

KCSIE 2025 will likely strengthen the emphasis on early help, preventative approaches, and the role of DSLs in signposting and collaborating with mental health services.

5. Martyn’s Law and Emergency Planning

The upcoming guidance is also expected to reflect new legislation, particularly Martyn’s Law (also known as the Protect Duty), which will place new responsibilities on public venues, including schools, to ensure appropriate safety and emergency response planning in the event of terror attacks.

Schools will need clear, practical advice on how to prepare, rehearse, and embed these responsibilities into everyday safeguarding without creating anxiety for children or staff.

6. Mobile Phones and Remote Devices

The use of mobile phones in schools has been a persistent conversation. While many schools have clear policies in place, recent government consultations and high profile media stories have brought the issue back into focus. In light of new technology risks and AI misuse, we may see even firmer guidance around mobile phone use during school hours, as well as expectations for monitoring and safe digital practice across both in person and remote learning contexts.

So What Does This All Mean?

This year’s KCSIE feels different. It doesn’t just feel like a guidance update…..it feels like a reset.

We’re dealing with safeguarding contexts that are much more complex, more digital, and more emotionally demanding than ever before. And if this guidance is going to be truly helpful, it needs to reflect that reality, supporting not just what children need, but what DSLs and school teams need too.

It’s exciting, and yes, a bit daunting. But it’s also an opportunity.

• To strengthen the support systems around our safeguarding leads.
• To make digital and AI risks a central part of training and policy.
• To embed mental health, not as an add-on, but as core safeguarding practice.
• To create systems that are fit for today’s children, not yesterday’s challenges.

KCSIE 2025: What we know so far

As of mid‑June 2025, the Department for Education has not yet released the 2025 edition of Keeping Children Safe in Education. This includes both the draft (which usually appears in May/June) and the final statutory version (due 1 September).

So, where does that leave us?

Top Tips & Updates for DSLs and School Leaders

• No draft yet – Unlike previous years, there’s no sign of the draft guidance as of 17 June. Planning training for September? You’ll need to stay flexible.
• Watch for July – A late June or July release is now more likely. Keep an eye on the DfE and safeguarding networks.
• Legislative overlap – New bills such as the Crime & Policing Bill and Children’s Wellbeing and Schools Bill may influence the content and timing of KCSIE.
• Confirmed implementation – Currently the final statutory version will still apply from 1 September 2025. Training and compliance will need to align quickly.
• Clues in updated guidance – The 12 June 2025 update to Working Together to Safeguard Children. This update included minor but important amendments, such as updated contact details, wording around lead safeguarding partners, and glossary clarifications and gives a strong indication that KCSIE 2025 will echo its focus on shared accountability, contextual safeguarding, and earlier intervention.

What’s on Your Radar?

I’d love to hear what others are expecting, or hoping, to see in KCSIE 2025. Are there changes you’d welcome? Things you’re worried might be missed? Drop your thoughts in the comments or send me a message if you’d like to chat about safeguarding supervision, training, or how to prepare your team for what’s ahead. Let’s keep this conversation grounded, practical, and hopeful because safeguarding should never be static. It should evolve with the world our children are growing up in.

Whether you’re a DSL, a school leader, a governor or someone supporting teams on the ground this year’s update is likely to ask more of all of us. But it also gives us the chance to do better.

Georgie McIntyre is an Education Consultant who already offers supervision support to DSLs and DDSLs across schools, trusts, and specialist provisions creating space to reflect, strengthen safeguarding practice, and reduce overwhelm. If supervision becomes part of statutory guidance, schools will need to be ready to respond.

If you're thinking ahead and want to explore what meaningful, tailored supervision could look like in your setting, feel free to get in touch. I'm always happy to talk it through – no pressure, just a human conversation.

References

• Children’s Commissioner for England. (2024). Briefing on AI-generated images and online harm.
• NHS Digital. (2023). Mental Health of Children and Young People in England 2023 – Wave 4 Follow-up to the 2017 survey.
• Judicium Education. (2024). The growing pressure on DSLs and the case for supervision.
• Department for Education. (2024). Call for Evidence – Keeping Children Safe in Education 2025.