The Department for Education (DfE) has published its final version of Keeping Children Safe in Education (KCSIE) for September 2026. It comes into force on 1 September 2026.
Please note: this article only summarises the main changes between KCSIE 2025 and 2026. For a summary of the whole KCSIE 2026 document, see our other article.
There are substantial changes in KCSIE 2026, including new sections and updated terminology throughout. While we've summarised the key changes in this article, it's not exhaustive – we've provided paragraph numbers throughout, so that you can easily navigate to the relevant sections of the guidance to read the details in full.
Part 1: safeguarding information for all staff
All staff must read part 1 of KCSIE in full
Previously, schools could decide whether to let staff who don't work directly with children read a condensed version (see page 7 under 'School and college staff').
Annex A (the condensed version of part 1 of KCSIE 2025) has been removed.
Expanded mental health section
This section now includes:
- Examples of mental health problems that may develop into safeguarding concerns, including self-harm, suicidal ideation and risk of suicide
- A list of potential warning signs that staff are well placed to recognise, including significant changes in behaviour, difficulty sleeping and physical signs of self-harm
- Information on how schools should make sure any mental health interventions they offer are safe, effective and appropriate for the child's needs
- Steps staff should take if they feel that a child is in danger, including calling 999 or taking the child to A&E if they're in immediate danger
See paragraphs 45 to 48.
Expanded serious violence section
This section has been expanded and includes:
- Addition information on serious violence involving physical assault, and carrying, threatening with or using weapons
- That staff should report any concerns about a child carrying or using a weapon (or expressing intent to do so) to the designated safeguarding lead (DSL) or deputy, and that the DSL or deputy should:
- Assess the risk to the individual pupil and others in the school, considering wider information or concerns
- Put in place a safety and support plan depending on the risk
- Consider actions to de-escalate peer conflict where relevant
- That the risks are higher for children with disrupted education (e.g. suspensions, permanent exclusions, or time in alternative provision) or a history of offending
- That staff should stay alert to when children might be at highest risk around the school day (e.g. straight after school)
- More emphasis on early, evidence-based support for those considered at risk (e.g. targeted mentoring or therapeutic support)
This is set out in paragraphs 49 to 52.
Clarifications and additional terminology
Other updates throughout part 1 include:
- Distinguishing between community-based early help and targeted early help ('Family Help') (paragraphs 13, 17 and 62), in line with updated DfE guidance Working Together to Safeguard Children
- Clarifications around the meaning of abuse, specifically that:
- Abuse may include children causing harm to adults, often called 'child to parent' or 'care giver' abuse (paragraph 24)
- Emotional abuse may include verbal abuse such as criticism, belittling or name-calling (paragraph 26)
- Additional detail on child-on-child abuse (paragraphs 33 to 35), including examples of physical contact, and that:
- It's a safeguarding issue for both the victim and the alleged perpetrator
- Timely, evidence-based support can be key for prevention
- It may involve serious physical assault and harm, or threat of harm with a weapon
- Additional detail on child criminal exploitation (CCE) and child sexual exploitation (CSE), specifically that:
- These can be committed or facilitated by an organised network, and that the victim may identify as being part of this group (paragraph 36)
- These could constitute modern slavery, and that a modern slavery referral should be completed where a potential victim is identified (paragraph 36)
- Most sexual abuse is committed by those previously known to the victim
- Victims aren't always recognised and can be criminalised for actions they take while under coercion, and that's a significant concern (paragraph 42)
- Added references to trainee teachers in sections on what staff should do if they have a safeguarding concern or an allegation about another staff member (paragraphs 75 to 77)
Part 2: the management of safeguarding
This part has been significantly expanded with new sections and requirements. While we've summarised the key changes here, our list isn't exhaustive – we've provided paragraph numbers so you can easily navigate to the relevant sections of the guidance to read the details in full.
Expanded sections on supporting children who are questioning their gender
New guidance states that your school should:
- Keep in mind that sometimes young children go through a period of questioning their gender, but for the majority this will not continue into adulthood
- Take time to understand the thoughts and feelings of children who are questioning their gender and be appropriately professionally curious
- Be aware of the potential vulnerabilities of these children (e.g. the possibility of complex mental health and psychosocial needs, for example relating to relationships with family and peers)
- Consider adopting policies that maintain flexibility and avoid rigid rules based on gender stereotypes
- Take a strong, proactive stand against all forms of bullying
- Actively involve parents/carers where a child who is questioning their gender asks for support, unless there are circumstances where doing this would constitute a greater risk to the child than not involving them – read more in paragraphs 266 to 269
Take a 'very careful approach' in relation to accommodating social transition
Staff should not adopt any changes relating to social transition unless a decision has been made by your school and the child's parents/carers have been involved (read more in paragraphs 258, and 270 to 272).
The following guidance is focused on circumstances where a child or their parent/carer has raised a request relating to social transition to which your school is responding. Your school:
- Should consider whether pupils would be best supported by a policy on social transition that explains the steps you'll take when a child requests support
- Should make sure to document your decision-making process and keep records
- Must comply with your distinct but interacting obligations under safeguarding legislation and equality and human rights law, ensuring that any assessment of discrimination is informed by your evaluation of the welfare and best interests of the child and other children. See paragraphs 262 to 265 for more detail
The section on children questioning their gender also includes paragraphs on:
- Reviewing previous decisions (paragraphs 278 to 279)
- Recording correct information (280)
- Children 'living in stealth' (281)
- Supporting children who wish to detransition (282)
New sections on single-sex sport and requirements around school premises
Sport
- Schools can separate children according to their biological sex when playing certain competitive sports without discriminating unlawfully against them on the basis of their sex
- Some sports may need to be played in single-sex groups from a certain age to ensure children's safety, and where this is the case, there must be no exceptions
- Where there are no safety concerns and a child makes a request relating to how they participate, schools will need to consider the request in light of advice on 'considering requests for support with social transition'
See paragraphs 95 to 98 for more information.
Safeguarding requirements relating to school premises
- Schools must not allow children into toilets, changing rooms or showers designated for the opposite biological sex. This includes where schools are responding to a request to support social transition for children who are questioning their gender
- If a pupil who is questioning their gender doesn't want to use the toilet, changing rooms and showers designated for their biological sex, schools should consider whether they can provide alternative facilities that don't compromise the provision of single-sex facilities, or the safety, comfort, privacy or dignity of the child or any other children
- Where a school provides mixed-sex toilets in addition to single-sex toilets, you should assess safeguarding risks and plan accordingly (e.g. mixed-sex toilets should be individual, lockable rooms and open directly onto public areas)
- It's important that you keep a record of these situations, making sure they're communicated appropriately, and review them regularly
See paragraphs 106 to 116 for more information. There's further guidance on boarding and residential accommodation in paragraphs 197 to 202.
Other new guidance, changes and clarifications
- Expanded section on the role of the DSL (paragraphs 126 to 127):
- Schools should have robust cover arrangements for when the DSL is unavailable (e.g. a confidential shared mailbox to make sure safeguarding concerned are received, monitored and acted on without delay)
- It's up to schools to decide whether to have 1 or more deputy DSLs. Any deputy should be trained to the same standard as the DSL lead
- More detailed guidance on information sharing (paragraphs 141 to 142, and 147 to 149), including:
- A new information-sharing duty. Statutory guidance on this duty will be published after a public consultation
- That where children transfer to a new school, it will be up to the DSL of the new school to consider which information in a child protection file should be shared with relevant staff and when it's appropriate to do so
- That where information indicates a risk to others, for example where a pupil has previously carried, threatened with or used a knife or weapon, the receiving school is responsible for assessing the risk and putting in place a support plan for when the child arrives
- More detail on teaching safeguarding. This includes RSHE programmes covering online harms such as sharing images, deepfakes, pornography and misogynistic influencers, and when and where to seek help (paragraph 158)
- More detail on online safety, including that harmful online interaction may include generative AI (paragraph 163)
- New section on mobile phone policy, which references the statutory guidance on mobile phones in school. Schools are expected to implement a policy whereby pupils don't have access to their mobile phone during the school day (paragraph 168)
- Expanded paragraph on filtering and monitoring (paragraph 171), specifying that:
- Schools need to review the effectiveness of their systems at least once every academic year (previously this was 'regularly')
- These reviews should be carried out by the senior leader responsible for filtering and monitoring, with support from the DSL and IT support
- You should keep records of these reviews
- Updated definition of reasonable force to say 'using no more force than is necessary for the least amount of time, the application of which will depend on the circumstances' (paragraph 203). This is in line with updated DfE guidance on restrictive interventions
- New paragraph on alternative provision (AP), with reference to new national standards for non-school AP (paragraph 210)
- Expanded section on children requiring mental health support (paragraphs 226 to 230):
- Staff should make use of support from their respective mental health support team (MHST) if they have access. The MHSTs are being rolled out to all schools and colleges
- New section on young carers (paragraph 246):
- Schools should be alert to young carers' needs and recognise that caring responsibilities can impact on their attendance, attainment, behaviour and wellbeing
- Early identification is essential to make sure young carers receive support
- New section on safeguarding children with medical conditions (paragraph 250), which references updated guidance on supporting pupils at school with medical needs, and allergy safety
Part 3: safer recruitment
This part has been updated significantly to reflect legislative changes, specifically the Crime and Policing Act 2026, which has changed the definition of regulated activity.
New definition of regulated activity
- Any person volunteering in a role that involves teaching, training, instructing or supervising children frequently, overnight or more than 3 days in a 30-day period is now in regulated activity (previously, paid supervised activity in non-specified settings such as youth clubs did not count as regulated activity). Due to this change:
- The 'supervision exemption' has been removed from sections on regulated activity and volunteers (paragraph 315, and 381 to 383)
- Guidance now also specifies that regulated activity includes:
- Providing advice or guidance on physical, emotional or educational wellbeing
- Driving a vehicle only for children
See paragraph 315 for more details on regulated activity.
Changes to guidance on DBS checks and vetting processes
- Significant changes in the section on volunteers, including new information around the requirements for DBS checks for volunteers in regulated activity (paragraphs 381 to 387)
- Significant changes in the section on adults who supervise children on work experience, to reflect the changes to regulated activity brought in by the Crime and Policing Act 2026 (paragraphs 403 to 407)
- Changes to the section on contractors (paragraph 370), including that:
- Where the contractor does not have opportunity for regular contact with children, your school should decide on whether a basic DBS check would be appropriate
- If a person working at your school is self-employed, you should either obtain the DBS check or request to see the certificate, to ensure the DBS check is at the level required (previously the guidance said you should consider obtaining the DBS check)
Other changes and clarifications
- More detail in the section on visitors, including an expanded list of who may be considered a visitor (paragraph 375)
- A reminder to schools of their duties under the Public Sector Equality Duty (PSED) when considering a referral to the Teaching Regulation Agency (paragraph 429)
Part 4: safeguarding concerns or allegations made about staff, including supply teachers, trainee teachers, volunteers and contractors
This section has been updated to clarify how schools should handle allegations involving individuals not directly employed by them, specifically focusing on trainee teachers and third-party staff. It includes:
- References to trainee teachers being added throughout part 4
- An expanded section on 'supply teachers, trainee teachers and all contracted staff'. This includes:
- A clarification that, where schools consider an allegation against a person not directly employed by them, they share safeguarding responsibilities with the employment agency or business (paragraphs 452 to 454)
- A new paragraph stating that this section also applies to trainee teachers (paragraph 456)
Part 5: child-on-child sexual harassment and sexual violence
This section has been substantially rewritten and restructured. The updated version highlights the progressive continuum, starting from harmful sexual behaviour, sexual harassment and through to sexual violence.
It includes:
- New paragraphs on understanding harmful sexual behaviour (HSB), sexual harassment and sexual violence. Schools need to be aware of the importance of :
- Recognising the escalatory nature of misogyny and the benefits of early identification to support their approach to minimising the risk of HSB, sexual harassment and sexual violence (paragraph 527)
- Taking a safeguarding approach in response to all incidents involving the sharing of nude or semi-nude images, regardless of whether they're consensual or non-consensual (paragraph 527)
- Expanded section on HSB, going into greater detail on how it exists on a continuum (paragraphs 531 to 535). This includes:
- New links to NSPCC resources providing advice on the stages of typical sexual development and behaviour for different age groups, alongside guidance on responding to children who display sexualised behaviour
- More detail on universal services and community-based Early Help (paragraph 575). This includes:
- A new section setting out the process and expectations for referrals to Family Help (paragraphs 582 to 584)
Annex A: further information
Please note: the previous Annex A (the condensed version of part 1) has been removed from KCSIE 2026, and all staff are now expected to read part 1 in full. The previous Annex B is now Annex A.
This annex has been updated to provide more detail and guidance on specific safeguarding issues, including on:
- Children with family members in prison – more detail on safeguarding challenges faced by these children
- Cybercrime – new information on the Computer Misuse Act 1990 offences, and that the impact of cyber crime extends well beyond immediate financial losses
- Domestic abuse – more information about Operation Encompass
- Homelessness – new sub-section on the new temporary accommodation notification duty
- Preventing radicalisation – new clarification in the Channel section that if any further or new information comes to light while a referral is being assessed, this must be passed to the police
- Serious violence:
- Expanded list on factors that may increase the likelihood of involvement in serious violence
- More detail on the importance of schools understanding the local context, listening to children and working with safeguarding partners
- Online safety and support – the 'Online safety - parental support' list now includes a link to the 2019 UK Chief Medical Officers' (CMOs) advice on screen time and social media. Extra links have also been included to provide examples of support for DSL
Annex B: role of the designated safeguarding lead
Please note: the previous Annex C in KCSIE 2025 has now become the new Annex B.
This annex has been updated to clarify expectations around DSL availability and the transfer of child protection files, and includes:
- Availability – a new expectation for schools to implement robust cover arrangements (e.g. a confidential shared mailbox) for periods when the DSL is unavailable due to illness, leave, or other circumstances
- Information sharing and child protection files – clarification that when transferring child protection files, the exporting school should include a summary setting out the current safeguarding concerns, relevant context, and any ongoing support needs
- Training, knowledge and skills – the DSL is expected to understand the assessment process for providing Family Help (previously Early Help)
There is also a new expectation for staff to take particular care to distinguish between current safeguarding concerns and historic information to ensure past issues are presented with appropriate context.
There are also more examples of information that DSLs should consider sharing with a new school before a child leaves.
Annex C: KCSIE 2026: summary of changes
Please note: the previous Annex D has now become the new Annex C.
This annex gives an overview of all the changes between the 2025 guidance and the 2026 guidance.
Next steps
We'll update the following articles as soon as possible – select 'save for later' on each article below to be notified once we’ve updated it:
- Update your model child protection policy
- Use our mobile phone policy to write or update your own
- Review your volunteer checks to take into account the removal of the 'supervision exemption'
- Make sure your filtering and monitoring procedures include the expectation to review their effectiveness at least once every academic year
- Train your staff on your September INSET day using the new edition of our safeguarding and child protection INSET pack