The document discusses the participation of disabled young people in the child protection system in England, emphasizing their rights to be involved in decisions affecting them as outlined by international agreements. It highlights significant barriers such as limited information and lack of support for expressing their views, as well as enablers that could enhance their participation. Interviews reveal varied experiences, with some young people feeling unheard and undervalued, while others found ways to share their opinions through intermediaries.

1. Jane Hernon
Prof Marian Brandon
Prof Gillian Schofield
Disabled young people’s perspectives of the
child protection system in England

2. Disabled young people’s
participation in child protection
• Participation “multi-layered concept” (Kirby et al 2003)
• Disabled children have a right to participate in decisions that
affect them (Article 12, UNCRC 1989, Article 7, UNCRPD 2006)
• Disabled children’s right to protection (Article 16, UNCRC 1989)
• Munro review recognised children’s views important in improving
outcomes in child protection
• Little currently known about disabled children’s experiences of
child protection (Stalker and McArthur, 2012)

3. Study Aims and Methods
• Explore disabled young people and their
families’ perspectives of child protection in
England
• Promote awareness of disabled young
people’s views and priorities for support
• Qualitative semi-structured activity-based
interviews

4. Study Recruitment
• 16 disabled young people aged 11-17
• Current or previous child protection involvement
• 10 young people living at home, 6 living in care
• 10 Girls, 6 Boys
• Range of different impairments, including autism,
cerebral palsy, learning difficulties, physical or
mental health condition

5. Emerging themes from young
peoples interviews
•Young people participate less in child protection
•Less information and choice
•Unsure how views represented or considered
•Little evidence disability taken into account
•Range factors promote or hinder participation

6. Disabled young people’s
participation in child protection
Engagement
Participation
HIGH
HIGH
Only
speaking
softly
It all gets
sorted
Young
and dim
It just
didn’t
happen

7. Low participation / Low Engagement
It just didn’t happen (Nicola, 16)
Nicola: I just wanted to know stuff what's
happening and that, but they just didn't let me
… I would have liked to have told them what I
thought but it just didn't happen. I was young
then, I was like 10 or 13 or something.
Nicola: I just wanted to know stuff what's
happening and that, but they just didn't let me
… I would have liked to have told them what I
thought but it just didn't happen. I was young
then, I was like 10 or 13 or something.

8. Low participation / Low engagement
It will look like I am different (Ethan 16)
Ethan: I just dislike Social Workers in my life because
they’re just really annoying … like, she pushed Mum to
get masks for when I am cleaning out the animals but
then at college I really don’t want to be wearing masks if I
don’t have to because then it will look like I am different
to everyone else so when I go to college if it can’t be seen
I want to try and keep it like that …
It is a bit of a gamble with animals but I have been fine
around them for ages so … and like I prefer animals more
than humans.
Ethan: I just dislike Social Workers in my life because
they’re just really annoying … like, she pushed Mum to
get masks for when I am cleaning out the animals but
then at college I really don’t want to be wearing masks if I
don’t have to because then it will look like I am different
to everyone else so when I go to college if it can’t be seen
I want to try and keep it like that …
It is a bit of a gamble with animals but I have been fine
around them for ages so … and like I prefer animals more
than humans.

9. High participation / Low Engagement
Young and dim (Louise 17)
Louise: In the end I was just like ‘look it is my turn to speak this
is about me basically … the Chair lady she was like ‘yes she is
right, it is her chance to speak’ so I did and I said absolutely
everything that I needed to say…
Sister: They didn’t really ever take Louise’s point into
consideration though did they?
Louise: No because I was young, they were saying young and
dim basically … she said I was extremely vulnerable, needed like
extra looking after … so by that I thought she meant she was
basically taking the mick because I am dyslexic and got a few
mental problems…
Louise: In the end I was just like ‘look it is my turn to speak this
is about me basically … the Chair lady she was like ‘yes she is
right, it is her chance to speak’ so I did and I said absolutely
everything that I needed to say…
Sister: They didn’t really ever take Louise’s point into
consideration though did they?
Louise: No because I was young, they were saying young and
dim basically … she said I was extremely vulnerable, needed like
extra looking after … so by that I thought she meant she was
basically taking the mick because I am dyslexic and got a few
mental problems…

10. Low participation / High Engagement
Only speaking softly (Chloe 17)
Chloe: They thought mummy was ill and, I mean I think she
is and I didn’t really go to this meeting …
but then I regretted it and then I thought I was going to get
wrong and they would put me in Care and do things I didn’t
want to do and I just really wanted to stay with mum
What do you think makes it difficult?
I am building up my confidence … I am not speaking up
well, I am only speaking softly …
I find it hard, I do understand some things, yes and I finally
get what they are saying if they repeat it twice.
Chloe: They thought mummy was ill and, I mean I think she
is and I didn’t really go to this meeting …
but then I regretted it and then I thought I was going to get
wrong and they would put me in Care and do things I didn’t
want to do and I just really wanted to stay with mum
What do you think makes it difficult?
I am building up my confidence … I am not speaking up
well, I am only speaking softly …
I find it hard, I do understand some things, yes and I finally
get what they are saying if they repeat it twice.

11. High participation / High engagement
It all gets sorted (Jack, 16)
Jack: Saying my stuff in front of family and all that it’s
just too much …
So how do you feel your views get put across?
Jack: Well usually I pass them onto to Luke (SW), and
Luke passes them onto to everyone else … and yeah it all
gets sorted. So Luke’s like my messenger … it works good
cos’ that way I’ve got like my say in it, Luke passes it on
for me. It all gets said, Luke gets me, gets all the details
back.
Jack: Saying my stuff in front of family and all that it’s
just too much …
So how do you feel your views get put across?
Jack: Well usually I pass them onto to Luke (SW), and
Luke passes them onto to everyone else … and yeah it all
gets sorted. So Luke’s like my messenger … it works good
cos’ that way I’ve got like my say in it, Luke passes it on
for me. It all gets said, Luke gets me, gets all the details
back.

12. High participation / High engagement
She just sits and listens to my bit (Jon, 16)
Jon: Well I don’t hide when Nina (SW) turns up that is kind
of a difference … she just sits and listens to my bit and
then doesn’t say ‘oh well I am sure they didn’t mean it’
when they definitely do.
Mum: Do you remember when we had to go for that
meeting and she sent you photographs through in advance
… of what the building was going to look like and what the
room was going to look like?
Jon: Yes she did! Mum a load of police cars now made me
feel very…
Jon: Well I don’t hide when Nina (SW) turns up that is kind
of a difference … she just sits and listens to my bit and
then doesn’t say ‘oh well I am sure they didn’t mean it’
when they definitely do.
Mum: Do you remember when we had to go for that
meeting and she sent you photographs through in advance
… of what the building was going to look like and what the
room was going to look like?
Jon: Yes she did! Mum a load of police cars now made me
feel very…

13. They put it across together
brilliantly without just us (Ben, 13)
How were Ben’s views put across at the
conference?
Mum: They put it across together brilliantly
without just us … they put it across of how they
think he would feel about it all and how it was
affecting him and in school it was affecting him
by, he would get easily frustrated … he used to
hit out a lot …
How were Ben’s views put across at the
conference?
Mum: They put it across together brilliantly
without just us … they put it across of how they
think he would feel about it all and how it was
affecting him and in school it was affecting him
by, he would get easily frustrated … he used to
hit out a lot …

14. Conclusion - Disabled young people’s
participation child protection
Barriers Enablers
Lack information about process
and choice
Not supported to be confident
expressing their views
Views not represented and/or
valued
Professionals don’t engage
young people’s perspectives
Process not young people or
disability friendly
Clear and understandable
information
Support and choice about how
they participate
Views considered and taken
seriously
Consistent relationship trusted
professional
Process account young people’s
needs / power differences

15. Participation – It’s a good thing
‘Meaningful participation is a process, not simply the application
of isolated, one-off participation activities or events’ (Kirby et al,
2003)
Jack: It’s a good thing cos’ you get to tell them what you want.
You can tell them what you feel, um, what you’re thinking … it
gets them along with it .. so you’re open minded, so everyone
knows.
Nicola: It's a good thing then they should go. They wanna know
what's happening whether they are going in foster care or not. I
know it's gonna be sad but I would want to know stuff. And I
think other kids think that too.

16. Thank you
References
Kirby, P., Lanyon, C., Cronin, K. and Sinclair, R. (2003) Building a culture
of participation: Involving children and young people in policy, service
planning, delivery and evaluation. Research Report, London,
Department for Education and Skills
HM (2011) The Munro Review of Child Protection: Final Report - A
child-centred system. London, TSO (CM 8062)
Stalker, K. and McArthur, K. (2012) Child abuse, child protection and
disabled children: A review of recent research. Child Abuse Review, 21,
1, 24-40
Contact: J.Hernon@uea.ac.uk