Voice of the Child Guidance & Resources
Hearing and Facilitating the Voice of the Child: A Practice Guide for Professionals
Listening to children is fundamental to high‑quality safeguarding practice. Understanding how children experience their world, how they make sense of their circumstances, and what they want to happen enables professionals to make better, safer decisions.
Under the United Nations Convention on the Rights of the Child (UNCRC), anyone under 18 is defined as a child, including babies and young people. Article 12 sets out every child’s right to be heard and taken seriously in decisions that affect them. National legislation, including the Children Act 1989, reinforces the importance of recognising children’s rights, status and entitlements as part of assessment and intervention.
“Voice of the child” refers to more than simply asking for a child’s views. It includes understanding what children communicate verbally and non‑verbally, and ensuring they are meaningfully involved in decision-making.
In today’s context of rising demand and limited resources, research and case reviews continue to highlight barriers to hearing the child’s voice—such as time pressure, high caseloads, and workforce turnover. Despite these challenges, consistent themes of good practice emerge.
This guide brings together nine key practice principles to help professionals strengthen how they hear, interpret and act upon the voice of the child.
At the bottom of the page is a list of resources for you to use.
1. Pay attention to all the ways a child may communicate
1. Pay attention to all the ways a child may communicate
Children communicate through words, behaviour, body language, play, routines and relationships. Some may be reluctant to disclose verbally or may only share partial information if unsure about the consequences.
Professionals should:
- Look beyond spoken words to understand underlying thoughts and feelings.
- Avoid assuming verbal disclosure is the only indicator of harm.
- Observe patterns, behaviours and interactions.
- Use developmentally appropriate tools, such as play, art, or toys.
- Approach retractions non‑judgementally.
Reflective questions:
- What do the child’s behaviours and interactions tell me?
- What might be communicated through play, routines or relationships?
- Have I used a blended, child‑centred approach to understand their experiences?
2. Draw on the insights of other professionals
2. Draw on the insights of other professionals
Teachers, early years workers, health staff and other practitioners may have daily contact with the child and hold valuable insights about their behaviour, communication style and wellbeing.
Professionals should:
- Share information appropriately to build a complete picture.
- Explain to children and parents what information will be shared, with whom and why.
- Record decisions when sharing without consent.
Reflective questions:
- Who else has relevant knowledge of the child?
- Does this new information change my understanding of risk or need?
- Are there professionals with specialist communication skills who can help?
3. Speak to those closest to the child
3. Speak to those closest to the child
Family members, siblings, carers, and trusted adults may provide helpful insights into the child’s day‑to‑day life. Their input can strengthen assessments—but must never overshadow the child’s own voice.
Professionals should:
- Explain the value of involving wider networks.
- Balance family perspectives with direct, individual work with the child.
Reflective questions:
- Who is significant in the child’s life?
- How might these people influence what the child communicates?
- Is the information accurate—and how does it align with the child’s own account?
4. Challenge barriers to seeing the child alone
4. Challenge barriers to seeing the child alone
Seeing a child alone (when appropriate for their age and stage) is essential to understanding their lived experience.
Professionals should:
- Record and challenge situations where parents prevent private conversations.
- Explore reasons why a child may be reluctant to engage.
- Consider speaking with the child in different environments, such as home, school or community settings.
Reflective questions:
- Have I seen and spoken with the child alone?
- If not, what were the barriers and how will I address them?
- Does the child present differently when others are present?
5. Empower children to participate
5. Empower children to participate
Children want opportunities to influence decisions and understand what is happening. When they feel excluded or unheard, they may become frustrated, withdrawn or resigned.
Professionals should:
- Provide clear, accessible information about processes and decisions.
- Involve children meaningfully in meetings and planning.
- Treat children as experts in their own experiences.
Reflective questions:
- Have I presented information in a way the child can understand?
- What choices can I offer to increase the child’s sense of control?
- Am I fully considering the child’s preferences and communication needs?
6. Understand the child’s identity and challenge biases
6. Understand the child’s identity and challenge biases
Children’s experiences are shaped by identity factors such as disability, ethnicity, gender, sexuality, socio‑economic background and immigration status. Professionals’ own assumptions can impact how they interpret behaviour or communication.
Professionals should:
- Reflect on personal biases and seek supervision to explore them.
- Pay attention to children whose voices are historically under‑represented.
- Challenge bias and assumptions within multi‑agency networks.
Reflective questions:
- How might my background influence my engagement with this family?
- How do I challenge unconscious bias in myself and others?
- Do I actively seek training and reflection around identity‑based practice?
7. Provide appropriate tools and support for communication
7. Provide appropriate tools and support for communication
Children may require adapted or specialist communication methods, particularly if they are disabled, pre‑verbal, non‑verbal, or speak another language.
Professionals should:
- Tailor communication to the child’s age, development and needs.
- Use interpreters or specialist services where appropriate.
- Develop skills in play, creative communication and observation.
Reflective questions:
- Have I captured the child’s account in a way that suits their communication style?
- Do I need specialist support to help the child communicate effectively?
- Am I using the right tools to support expression and understanding?
8. Build trusted, consistent relationships
8. Build trusted, consistent relationships
Trust is foundational to enabling children to share their experiences. This takes time, patience and creativity, particularly when children have experienced trauma or instability.
Professionals should:
- Maintain consistent communication through face‑to‑face work and approved digital channels.
- Show curiosity about the child’s life, interests and aspirations.
- Explain clearly how information will be used.
- Provide feedback so the child understands how their voice has influenced decisions.
Reflective questions:
- Have I given the child enough time and space to build trust?
- Have I made my purpose and role clear?
- Have I fed back what has happened as a result of their voice?
9. Embed the child’s voice and your observations in assessments and decision-making
9. Embed the child’s voice and your observations in assessments and decision-making
To help drive meaningful change, the child’s voice must be accurately recorded and visibly shape decisions.
Professionals should:
- Distinguish between the child’s words, direct observations and professional analysis.
- Describe what the child sees, hears and experiences daily.
- Explain how the child’s voice has influenced plans or actions.
- Clarify when decisions cannot align with the child’s wishes—and why.
Reflective questions:
- Have I recorded the child’s voice accurately and respectfully?
- Is it clear what information came from the child, from observation, or from my analysis?
- Does the child understand how their views shaped the outcome?
Additional Guidance for Children With Additional Needs
Additional Guidance for Children With Additional Needs
The voice of children with additional needs is a critical aspect of their participation in decision-making processes. It is essential to capture and act upon their voices to ensure their rights and needs are met. Here are some key points to consider when engaging with children with additional needs:
Listen to all communication: Children may express their views in various ways, including verbal and non-verbal communication. Take time to understand what is behind their behaviour and ask questions to uncover their thoughts and feelings.
Use appropriate tools: Utilize tools and strategies designed to capture the voice of children with additional needs, such as the Voice of the Child toolkit, which includes different versions to meet varying needs.
Consider individual preferences: Children may prefer different methods of communication. It's important to ask them how they might prefer to communicate and to create an environment that makes them feel comfortable.
Reflect and validate: Use reflective questions to ensure that the child's views are understood and validated. For example, "I heard you say xyz, did I get that right?" can help clarify the child's message.
Promote a culture of listening: Encourage a culture of listening to children's voices, especially those from underrepresented backgrounds or living in poverty. This can create a more inclusive and supportive environment.
By actively listening and valuing the voice of children with additional needs, practitioners can create a more inclusive and supportive environment that meets their individual needs and promotes their well-being.
Gillick & Fraser
The terms ‘Gillick competence’ and ‘Fraser guidelines’ are frequently used interchangeably despite there being a clear distinction between them.
Gillick competence is concerned with determining a child’s capacity to consent.
Fraser guidelines are used specifically to decide if a child can consent to contraceptive or sexual health advice and treatment.
The NSPCC have published Gillick competency and Fraser guidelines information to help people who work with children to balance the need to listen to children’s wishes with the responsibility to keep them safe.
The Care Quality Commission also offer further advice on capacity and competence
The Council for Disabled Children have some information about:
Resources