Voice of the Child – Practice Guidance & Toolkit
Contents:
- Introduction
- What do we mean by the Voice of the Child?
- Voice of the Child Examples
- Why is it important to listen to and believe the voice of the child?
- Benefits of listening to the voice of the child
- Barriers to hearing the voice of the child (including coercive control & cultural competence)
- Hearing a child’s voice in Practice: Voice of the Child Toolkit
- Services in North Yorkshire
- Learning from Local and National Cases (including Growing up in North Yorkshire Survey)
Introduction
“When children are seen, heard, and believed, they are safer, stronger, and more empowered to shape their world.”
This resource has been developed by the North Yorkshire Safeguarding Children Partnership in response to local and national multi-agency thematic audits and serious case reviews, identifying, in some cases, an absence of the voice of the child, particularly those children who are not able to communicate verbally. It is recommended that this document be read alongside the accompanying toolkit:
Capturing and listening to the voice of the child is a fundamental practice linked with strong professional curiosity, and we recommend that the NYSCP Professional Curiosity practice guidance be read alongside this document.
“It starts with curiosity: No matter how many young people you have worked with/cared for, none of them come with an instruction manual. Every child is different; no matter how many you have worked with, there is a process of learning THIS child.”
Listening to and facilitating the voice of the child is a key part of strong safeguarding practice. It helps professionals to understand children’s experiences, identify their needs and recognise any protective factors or risks in their lives.
The 2025 Child Safeguarding Practice Review Panel: Guidance for Safeguarding Practitioners references the need for all those who work with children and families to be aware of and proficient in capturing and understanding the voice of the child:
“Underpinning the work of the Panel is its vision that all children are protected from abuse, neglect, and harm through excellent safeguarding practice. The Panel’s mission is to provide robust oversight and leadership of learning across the child protection and safeguarding system, and this is evident through its work to: 1. Promote child centred practice, ensuring the voices and perspectives of children, families, and communities inform learning and improvements in child protection and safeguarding practice and policy.”
“Our expectation is that the lived experience of a child and, where possible and appropriate, their voice, should be dominant throughout”
The right of a child or young person to be heard is included in the United Nations Convention on the Rights of the Child (UNCRC) [1]and reinforced by national legislation and guidance. For example, in England, Working Together to Safeguard Children 2023 makes it clear that one of the core principles of effective safeguarding practice is a child-centred approach, which aims to understand children’s lived experiences and seeks their views about their lives and circumstances.
This tool can be used to support direct work with children and young people, and can also be used in observation, reflection and supervision to consider the voice of the child and to listen to, believe, and act on what they are saying.
[1] Under the UNCRC, a child is defined as anyone under the age of 18, so when this briefing uses the term ‘child’, this refers to babies, children, and young people up to 18 years.
What do we mean by the Voice of the Child?
“The voice of the child is not just what they say, it’s what they show, what they feel, and what they need us to notice when words are too hard to find.“
The term “voice of the child” refers to the real and meaningful involvement of children in expressing their views, opinions, and experiences. It includes both verbal and nonverbal communication and goes beyond simply seeking their views to actively including them in decision-making processes.
The voice of the child encompasses the totality of a young person’s lived experience, and our understanding of what that lived experience is like for that child. What they see, hear, feel and encounter in their day-to-day life shapes their unique perspective on the world around them. It is the lens through which they process and interpret information, events and interactions.
A child’s voice is influenced by a myriad of factors, including their stage of cognitive development, family dynamics and the relationship with those around them, socioeconomic status, cultural background, and individual personality. What a child observes and takes in, whether at home, at school, on the playground, or in their community, lays the foundation for how they understand themselves and their place in society. Their voices emerge through the language they use, the stories they tell, the artwork they create, and the way they play and interact with others. Tuning into the authentic voice of the child means listening closely and with empathy, asking sensitive and non-leading questions to draw out their ideas and opinions, and respecting their thoughts and feelings. By hearing and honouring children’s voices, we validate their worth, empower them with agency, and gain valuable insights into their needs, challenges, and potential.
The ‘voice of the child’ does not only encompass the words they are saying, but it is also important to pay attention to all the different ways a child may be communicating. This can include what is being said and unsaid, verbal, and nonverbal indicators, the child’s behaviour and how they are interacting with the people around them. The Mehrabian Communication Model states that when we communicate, only 7% of what we convey comes from the actual words we say, with 38% coming from tone of voice (tone, pitch, pace, intensity) and 55% is determined from body language (nonverbal cues like gestures, posture, facial expressions and general body movements).
Voice of the Child Examples:
Context: Liam is a quiet child with autism who rarely speaks in class. He often plays alone and struggles with transitions.
Approach:
His teacher noticed Liam loved building with Lego and used this as a way to connect.
During a quiet afternoon, she invited Liam to “build a story” using Lego bricks.
As he built, she gently asked questions like, “Who lives in this house?” and “What makes them happy?”
Outcome:
Liam created a character who “hides when it’s noisy,” revealing his own sensory sensitivities.
The teacher used this insight to adjust classroom routines and created a quiet corner for Liam.
Liam’s confidence grew, and he began to engage more with peers.
Context: Amira is in foster care and has experienced multiple placements. She finds it hard to trust adults and often says “I don’t know” when asked how she feels.
Approach:
Her social worker introduced an “emoji diary”—a simple chart with emojis representing different feelings.
Amira could tick or circle how she felt each day, with no pressure to explain.
Over time, she added short notes like “felt safe today” or “missed my sister.”
Outcome:
The diary helped Amira express herself in a low-pressure way.
Her social worker noticed patterns and used them to guide conversations and care planning.
Amira began to feel more in control and started suggesting ideas for her next placement.
Context: Jayden is a teenager in a pupil referral unit. He’s disengaged, often angry, and avoids talking about his feelings.
Approach:
A youth worker asked Jayden to create a playlist of songs that “feel like you.”
They listened together, and Jayden explained why certain lyrics resonate, like feeling misunderstood or wanting freedom.
The youth worker used these themes to open up deeper conversations.
Outcome:
Jayden felt heard without being forced to talk directly about trauma.
He began attending music therapy and wrote his own lyrics.
His playlist became a tool for self-expression and a bridge to trust.
Context: Maya is a baby in foster care. She cannot speak, but her carers want to ensure her needs and preferences are understood and respected.
Approach:
Her foster carer and health visitor use a daily observation journal to track Maya’s cues: how she responds to different people, sounds, routines, and environments.
They note her body language, facial expressions, and vocalisations (e.g., cooing, fussing, turning away).
They also use a “baby voice” template to record what Maya might be communicating (e.g., “I smile when I hear soft music” or “I cry when the room is too bright”).
Outcome:
Patterns emerge showing Maya prefers quiet, low-light environments and responds well to gentle touch and lullabies.
These insights are shared in her care planning meetings, ensuring her sensory needs are met and transitions are handled gently.
Context: Noah is a preschooler with limited verbal language. He becomes overwhelmed in group settings and often withdraws.
Approach:
A key worker invites Noah on short nature walks, using a picture board to help him point to things he likes or dislikes.
They use a “feelings leaf” activity where Noah chooses a leaf to represent how he feels (e.g., crumpled = sad, bright = happy).
Outcome:
Noah begins to express preferences (e.g., “I like quiet places”).
Staff adjust his routine to include more outdoor time and fewer large group activities.
Noah becomes more engaged and confident.
Context: Sophie has experienced trauma and finds it hard to talk about her feelings. She often says “I don’t know” when asked how she’s doing.
Approach:
Her learning mentor introduces story stones—painted stones with images like a house, heart, storm, sun, etc.
Sophie uses the stones to tell stories about “someone else,” which gently reflect her own experiences.
Outcome:
Sophie shares a story about a girl who “feels scared when people shout,” helping adults understand her triggers.
Staff adjust their approach, using calm voices and visual cues.
Sophie begins to feel safer and more open.
Context: Tyler is preparing to leave care. He’s anxious about the future and doesn’t feel heard in planning meetings.
Approach:
His key worker supports him to create a “My Future, My Way” presentation using slides, photos, and voice notes.
Tyler shares what’s important to him: staying near his sister, having a pet, and not living alone right away.
Outcome:
His presentation is shared at his transition meeting, helping professionals understand his priorities.
A supported living placement is found that meets his needs.
Tyler feels empowered and respected.
Context: Ellie is referred to a youth service due to concerns about exploitation. She avoids professionals, rarely speaks, and often says she’s “fine” when asked.
Approach:
A trusted youth worker begins by simply being present and offering quiet companionship during drop-ins, without pressure to talk.
Over time, Ellie is invited to contribute anonymously to a “feelings wall” using sticky notes or emojis.
She begins leaving notes like “I feel watched” and “I want to disappear.”
Outcome:
These notes help staff understand Ellie’s fear and hypervigilance.
A safety plan is developed with her input, using indirect methods like drawing and music.
Ellie eventually chooses to speak to one trusted adult, and her voice becomes central to her support plan.
Key Insight: When a child doesn’t want to speak, their voice can still be heard through behaviour, art, silence, and choice. Respecting their pace is essential.
Context: Jordan is passionate about social justice but feels adults don’t take him seriously. He’s in mainstream school but often clashes with authority.
Approach:
A teacher invites Jordan to help lead a podcast project about “what young people wish adults knew.”
Jordan writes scripts, interviews peers, and shares his own story about feeling unheard in school.
Outcome:
Jordan’s confidence grows, and he becomes a peer mentor.
His podcast is shared with staff and governors, influencing school policy on student voice.
Jordan feels empowered and respected.
Why is it important to listen to and believe the voice of the child?
“When we truly listen to children, we don’t just hear their words, we honour their truth, protect their safety, and show them they matter.”
Listening to the voice of the child is not just good practice; it is a fundamental right and a cornerstone of effective safeguarding. Children are the central figures in their own lives, and their views, feelings, and experiences must be at the heart of all decisions that affect them. When we listen to children, through words, behaviour, play, or silence, we show them they matter. This builds trust, strengthens relationships, and creates a culture where children feel safe to speak up. Importantly, children are the experts in their own lives. They offer unique perspectives that adults may not see, and when we take them seriously, we not only protect them better, but we also empower them.
- Children are the most important people in the safeguarding picture: their voice should guide every decision.
- They are the experts in their own experience: only they truly know how they feel and what life is like for them.
- Listening supports brain development and emotional safety, especially in early years.
- They offer a different perspective that adults may overlook or misunderstand.
- It’s a legal and moral duty: Article 12 of the UNCRC states:
“Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously.”
- It builds a culture of safety: when we listen to the small things, children are more likely to tell us the big things.
- Being heard helps children feel safe, understood, and valued.
We asked some frontline practitioners in North Yorkshire why they felt the child’s voice was so important:
“Only they know their lived experience”
“They communicate in so many unspoken ways and often can be overshadowed by older people around them”
“So they can be at the centre of decision making”
“So they can feel safe, heard and understood”
Benefits of listening to the voice of the child:
Listening to children benefits both the child and the listening adults. (This information has been summarised for the Early Years Knowledge Bank of Young Children’s Voices: 4. YCV Benefits V2)
Benefits for the child:
- Listening to children’s voices acknowledges and supports the realisation of their right to be listened to and their views to be considered on matters that directly affect them.
- Where children’s voice is sought and considered, children themselves will gain many essential skills. They will develop confidence in themselves and their capabilities, decision-making and problem-solving skills, while also increasing their own well-being and empathy for others.
- Children who grow up in an environment where they are listened to will be more likely to embark on a pathway to participation that they can continue to engage in throughout their lives.
- Children who are listened to will grow to have a better understanding and awareness of the needs and views of others and are able to reflect on them.
- This, in turn, can have an indirect positive impact on general outcomes for children.
Benefits in the home:
- Listening to children can help parents/carers understand the children they care for better, help them understand how the baby or child sees and engages with the world around them, and support the development of secure attachment.
- It gives children more autonomy, voice and choice in their home: a child who has a sense of having choices and being listened to will feel safer, happier and understood.
- It will help the parent/carer to better understand a child’s interests and to better meet children’s needs.
- Listening to children’s voices can ultimately improve the relationship between a parent/carer and a child.
Benefits in Policy and Advocacy
- Where children’s voices are sought, their voices can inform and strengthen policy and advocacy work which influences decisions that impact a child’s life, such as funding decisions, service design and implementation, and local and national policy and government.
- It contributes to developing a culture where it is the norm to consistently consider the views and experiences of children throughout the system.
- This makes it more likely that children are kept in mind when decisions are made. This, in turn, may benefit all children by creating a mindset where children are considered capable citizens with a valued voice as a matter of course.
Barriers to hearing the voice of the child:
“When we fail to hear a child’s voice, we risk silencing their truth and in doing so, we may miss the very signs that could keep them safe.”
Despite the legal and ethical imperative to listen to children, there are still significant barriers that prevent their voices from being fully heard, understood, and acted upon. These barriers can be practical, cultural, or systemic. They include assumptions about a child’s capacity to contribute, time pressures, unconscious bias, and a lack of appropriate tools or training. Children, especially babies, those with disabilities, or from marginalised groups, are at greater risk of being overlooked. When adults filter children’s experiences through their perspectives or prioritise the voices of carers over the child, the child’s lived reality can be lost. Overcoming these barriers requires professional curiosity, reflective practice, and a commitment to seeing the world through the child’s eye.
Key Barriers:
- Time and observation demand: Listening to babies and young children requires dedicated time to observe and interpret non-verbal cues, which can be challenging in busy practice environments. It can also take time to build and develop a meaningful relationship with a child so that they want to communicate their voice with you.
- Assumptions about capacity: Children’s ability to express themselves is often underestimated based on age, disability, or communication style
- Adult-centric decision-making: Professionals may give more weight to the views of parents or carers, even when they conflict with the child’s needs.
- Filtering through adult agendas: Adults may interpret children’s views through their own experiences, missing the child’s true perspective.
- Lack of professional curiosity: A failure to explore what a child’s behaviour or silence might be communicating can lead to missed opportunities for support.
- Use of jargon: Professional language can be confusing or intimidating for children, limiting their ability to engage.
- Underrepresentation of marginalised voices: Children with disabilities, mental health needs, those seeking asylum, from ethnic minority backgrounds, or who identify as LGBTQ+ are more likely to be overlooked or misunderstood
Understanding Coercive Control when Capturing the Voice of the Child
Coercive control is a persistent pattern of behaviour used to dominate, isolate, and intimidate another person, often within intimate or family relationships. It includes emotional abuse, manipulation, surveillance, financial restriction, and threats, and is now recognised in UK law under Section 76 of the Serious Crime Act 2015.
For children, coercive control is not just something they witness; it is something they experience. Research shows that children living in coercively controlled environments often internalise fear, confusion, and helplessness, which can distort how they express themselves or whether they feel safe to speak at all.
Why It Matters for Practitioners
- Children’s voices may be masked or misaligned: A child may say they are “fine” while their behaviour tells a different story. Practitioners must be curious and attuned to non-verbal cues, especially in contexts of domestic abuse.
- Older siblings may be used to silence younger ones: Professionals must avoid relying on older children to speak for others, especially in families where coercive dynamics may be present.
Practice Tips
- Create safe, independent spaces for children to speak without influence from controlling adults.
- Use trauma-informed questioning and observation to interpret behaviour as communication.
- Be aware of your own biases and barriers—ask yourself what might be stopping you from truly hearing the child.
- Join the dots: Look across professional observations to build a fuller picture of the child’s experience.
Cultural Competence in Capturing the Voice of the Child
Cultural competence is essential to ensuring that every child’s voice is heard, understood, and respected, regardless of their background, ethnicity, faith, or family context. It means recognising that children’s experiences, expressions, and needs are shaped by their cultural identity and that safeguarding practice must be sensitive to this diversity.
Why It Matters
- Children’s voices are not universal: How children communicate, verbally, non-verbally, through behaviour or creative expression, can vary significantly across cultures.
- Assumptions can silence voices: Practitioners must avoid defaulting to dominant cultural norms or assuming shared values. For example, assuming a child is “White British” without checking records or context can lead to missed insights and inappropriate responses.
- Inclusive practice builds trust: When children see their identity reflected in the way professionals engage with them, they are more likely to feel safe and empowered to share their views.
Practice Tips
- Be curious, not assumptive: Ask about cultural practices, beliefs, and communication styles. Use open-ended questions and avoid stereotyping.
- Use culturally relevant tools: Adapt resources like Three Houses, Colour Monster, or Mind of My Own to reflect the child’s cultural context.
- Record ethnicity and cultural identity accurately: Ensure systems reflect the child’s background ad that record keeping is accurate.
- Engage families and communities: Involve trusted adults and cultural advocates to help interpret and amplify the child’s voice.
Hearing a child’s voice in Practice: Voice of the Child Toolkit
The North Yorkshire Safeguarding Children Partnership, Voice of the Child Toolkit, can be accessed below. It includes practical tools, insights and resources to be able to effectively and meaningfully engage with children at all ages and stages and capture their voice.
Services in North Yorkshire:
NY Voice: Be The Change | North Yorkshire Council
NY Voice is our young people’s participation and engagement team. Discover how to get involved and have your say on the things that matter to you.
Mind of My Own is an inclusive app that empowers young people to participate in their lives and communicate their views to a trusted adult. It is a safe digital space where young people can be confident that their information is private and secure. More information about the App can be found here: One app – Mind Of My OwnMind Of My Own
Podcast: Mind Of My Own speaks to … Jo Miles, North Yorkshire’s Principal Social Worker on Vimeo
Mind Of My Own – YouTube
North Yorkshire Strength in Relationships Practice Model: Strength in Relationships is the Practice Model used by North Yorkshire Children and Families Service. It is a model that creates positive change that continues after support services for children and families are no longer needed to be involved. The goal is to create conditions that enable and allow relationships to flourish.
The site on the NYSCP website has lots of additional information and resources.
Learning from Local and National Cases
Learning from local and national safeguarding practice reviews is vital to improving outcomes for children. These reviews offer real-world insights into what works, and what doesn’t, when it comes to protecting children and amplifying their voices. By focusing on the voice of the child, we ensure that safeguarding approaches are not only informed by policy but shaped by lived experience, helping practitioners to respond with empathy, relevance, and accountability.
Voice of the child: learning from case reviews. This briefing from NSPCC Learning highlights learning from a sample of case reviews published between 2019 and 2023, where practice issues around hearing the voice of the child were identified as a key factor. Below is a summary of the key findings:
- Children Not Seen or Heard Enough
- Children were not seen frequently enough or asked about their views and feelings.
- Professionals sometimes relied too heavily on adult accounts or assumptions.
- Barriers to Communication Not Challenged
- Practical and emotional barriers (e.g. fear, disability, trauma) were not adequately addressed.
- Silence or avoidance was often misinterpreted as disengagement.
- Voice Not Reflected in Practice
- Children’s views were not consistently included in assessments, plans, or reviews.
- Their lived experiences were not always central to decision-making.
- Need for Skilled, Trusted Relationships
- Children are more likely to share when they feel safe and respected.
- Building trust takes time, consistency, and emotional availability.
- Understanding Different Forms of Communication
- Children communicate in many ways: behaviour, play, art, silence, and body language.
- Professionals need training and tools to interpret these forms of expression.
This national review, conducted by the Child Safeguarding Practice Review Panel, examined the tragic deaths of Arthur and Star, two young children who were murdered by their caregivers despite being known to multiple safeguarding agencies. The review aimed to understand what went wrong and how the child protection system can be improved to prevent such tragedies in the future.
Key Learning Points – Voice of the Child
Children’s Voices Were Not Heard or Prioritised
Both Arthur and Star showed signs of distress and disclosed abuse in different ways, but their voices were not taken seriously or acted upon.
Professionals often relied on the accounts of adults over the children’s own words or behaviours.
Behaviour Misinterpreted
Arthur’s withdrawn and fearful behaviour was misread as poor conduct rather than a sign of abuse.
Star’s injuries and emotional responses were explained away by adults, and her voice was lost in the noise of conflicting narratives.
Lack of Professional Curiosity
Practitioners did not dig deeper when children’s accounts or behaviours raised concerns.
There was insufficient challenge to parental explanations, and children’s lived experiences were not fully explored.
Need for Direct Engagement with Children
The review stressed the importance of seeing, hearing, and understanding the child’s world, not just through words, but through observation, play, and behaviour.
It called for better training and support for professionals to engage meaningfully with children, especially when they are frightened or unable to speak openly.
Systemic Weaknesses in Listening to Children
The review highlighted a broader cultural issue in child protection where the voice of the child is too often overshadowed by adult narratives or procedural compliance.
This national report explores the experiences of 53 children from Black, Asian, and Mixed Heritage backgrounds who were the subject of safeguarding reviews between January 2022 and March 2024. It examines how race, racism, and racial bias influence professional responses to safeguarding concerns and highlights the systemic invisibility of racism in many reviews. The report calls for anti-racist practice, improved cultural competence, and more meaningful engagement with children and families from racially minoritised backgrounds.
Key Points Related to the Voice of the Child:
Children’s voices were often absent or minimised in reviews, particularly when their experiences of racism or cultural identity were not acknowledged or explored.
There was a lack of curiosity about how children made sense of their experiences, especially in the context of racialised harm or discrimination.
Cultural and racial identity were frequently overlooked in assessments, meaning children’s lived realities were not fully understood or reflected in decision-making.
The report highlights the need for intersectional approaches that consider how race, culture, faith, and other identities shape a child’s experience and voice.
It calls for greater representation and inclusion of children’s perspectives in safeguarding processes, especially those from underrepresented or marginalised communities.
Voice of the Child in Local Learning NYSCP
Recent local learning undertaken by North Yorkshire Safeguarding Children Partnership has consistently highlighted that children’s voices were not always heard, especially when they were non-verbal, very young, or disengaged. Reviews encourage practitioners to use creative, observational, and non-verbal methods to understand children’s experiences.
Focused on three cases involving serious harm to babies.
Learning emphasised the importance of observing infant behaviour, understanding parental stress, and using tools like the ICON programme to support safe responses to crying.
Led to the development of the #AskMe campaign, encouraging professionals to ask new parents how they’re coping and to listen without judgment.
Highlighted the need to tailor safe sleep messages to individual family circumstances. (#AskMe Campaign NYSCP)
Professionals were reminded to listen to carers’ concerns and context, and to ensure that the child’s lived experience is central to risk assessment.
Audits in 2020 and 2024 reviewed how agencies respond to children who go missing.
Found that children’s reasons for going missing were not always explored, and their voices were often absent from return interviews.
Emphasised the need for trusted relationships and safe spaces for children to speak openly.
Growing Up in North Yorkshire (GUNY)
The “Growing Up in North Yorkshire County Report 2024” is a comprehensive survey capturing the voices of over 15,000 children and young people across primary, secondary, and special schools in North Yorkshire. It was commissioned by North Yorkshire Children and Young People’s Service, Public Health, and North Yorkshire Police to gather reliable data on young people’s wellbeing, learning, safety, and lived experiences.
How It Captures the Voice of Young People
- The survey is co-produced with schools and young people, ensuring relevance and accessibility.
- It includes age-appropriate questions for Year 2, Year 6, Year 8, and Year 10 pupils, as well as sixth-form and special school students.
- It explores emotional well-being, trusted relationships, school culture, health behaviours, and safety, giving young people a platform to express what matters to them.
Trusted Adults Matter: Many young people report having someone they can talk to, but some still feel isolated or unheard, especially in secondary school.
Mental Health and Resilience: There is a growing need for emotional well-being support, particularly around anxiety, sleep, and body image.
Online Safety and Social Media: Young people are asking for more support and education on respectful and safe online behaviour.
Healthy Behaviours: Positive trends in physical activity and nutrition were noted, but vaping and newer nicotine products are emerging concerns.
School and Community Safety: Most pupils feel safe in school, but some report bullying or feeling unsafe in their local area.
Value of PSHE: Pupils appreciate personal, social, health and economic (PSHE) education, especially when it is co-designed with them
Page created: October 2025
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