KCSIE 2026 consultation: Key changes schools need to know

Introduction

On Thursday, 12th February, the government opened their KCSIE 2026 consultation. Many expected KCSIE 2025 to bring significant changes, but revisions and updates were minor. After a year of anticipation, let's look more closely at the proposals and how they could reshape safeguarding practice in schools.

Across the proposed KCSIE 2026 guidance, the DfE is suggesting a mix of subtle clarifications and more substantial rewrites — particularly in areas such as mental health and gender questioning. It’s important to remember that nothing is finalised yet. In fact, the consultation ends with a series of open questions asking whether additional topics should be included in the final guidance, signalling that further expansion is very much on the table. These potential additions range from teenage relationship abuse and verbal abuse to self‑referrals, harmful sexual behaviours, gaming platforms, AI, and support for children affected by domestic abuse. Equally significant is a dedicated section on the role of the DSL and their deputies, with a clear intention to “better support DSLs” in light of growing concerns around workload, complexity and wellbeing.

EYFS framework

The consultation repeatedly highlights how stakeholder feedback has shaped the proposed updates. One early change tackles a simple but important issue: some schools weren’t aware of the extra safeguarding duties set out in the EYFS framework. To address this, KCSIE 2026 makes it crystal clear that the guidance applies to school‑based nurseries and reception classes for children aged 0–5, with explicit references to the EYFS.

Consensual and non-consensual sharing of nude and semi-nude images and/or videos

Another notable proposal is the shift in language around image‑based abuse. The draft moves away from the older phrasing — which focused on “nude and semi‑nude images” and referenced “sexting” and instead adopts the term self‑generated intimate images, explicitly including those created using AI, such as deepfakes. Instead of seeing this as simply a cosmetic tweak, it can be seen as an attempt to bring the KCSIE guidance that the sector relies upon in line with the realities schools are facing. This also serves to underline the seriousness of both consensual and non‑consensual image sharing. The consultation also invites feedback on what terminology practitioners are actually hearing on the ground, signalling that this section may evolve further to reflect the most current and widely understood language.

Misogyny

Schools have been flagging rising levels of misogyny for several years, with the issue gaining further visibility since programmes like Adolescence brought these behaviours into the spotlight. In response, KCSIE 2026 proposes stronger, more explicit references to misogyny throughout the guidance, particularly where it intersects with harmful sexual behaviour. It’s a recognition that these issues don’t sit in isolation.

Part One: Safeguarding Information for all staff

A small but significant proposal is to remove Annex A. Under the new draft, all staff would be required to read and understand Part One of the guidance. In reality, many schools were already doing this, but the change reinforces a key principle: every member of staff needs a broad, consistent understanding of safeguarding and the range of concerns outlined in Part One.

There have been further clarifications and changes to align KCSIE with the statutory guidance ‘Working Together to Safeguard Children’.

KCSIE 2026 also proposes adding two important indicators to the Early Help section: when a child is repeatedly removed from the classroom and when they are on a part‑time timetable. While these may seem like administrative details, they’re actually significant risk factors that can signal underlying vulnerability, disengagement, or potential exploitation.

KCSIE 2026 also proposes tightening the language around sexual offences to ensure it aligns with the legal definitions of rape and sexual assault. Alongside this, the section on child sexual exploitation is being reworded to help professionals better understand the risks of criminalising victims for actions they were coerced into.

Serious violence is another area where the guidance is being strengthened — and given the rise in child‑on‑child incidents, it’s hardly surprising. The updated draft now includes explicit references to physical assaults and threats involving weapons. It also recognises that children who display violent behaviour may themselves be at risk or in need of support, not simply punishment. Importantly, the guidance reinforces that safeguarding responses must consider both the child who has been harmed and the child who has caused harm, reflecting the complex dynamics that often sit behind serious violence.

Part 2: The management of safeguarding

Mental health

The mental health section has undergone one of the most substantial rewrites in the draft KCSIE 2026 guidance. The aim is to give schools a clearer picture of how mental health concerns overlap with safeguarding duties — particularly where risks such as self‑harm, eating disorders or suicidal ideation are present. The updated wording makes it explicit that mental health issues can, and sometimes do, develop into safeguarding concerns. The redrafted section on children requiring mental health support sets out three key messages:

1. Educational staff play a crucial role in spotting early signs of mental health difficulties
2. Whole‑school approaches to wellbeing remain essential
3. Clear referral pathways and targeted support are vital.

Another major rewrite in the draft KCSIE 2026 guidance focuses on children who are questioning their gender — guidance that schools have been waiting on for a long time. The consultation acknowledges that this is a “highly contested policy area,” and the updated wording aims to give schools firmer legal clarity while emphasising that decisions must be made carefully and in the best interests of the child. It also reinforces that parents should be involved unless there is a safeguarding risk that prevents this. The draft sets out the legal position on single‑sex spaces — including toilets, changing rooms and residential accommodation — and makes clear that schools cannot make exceptions where statutory requirements apply or where safety is a concern. However, it also stresses that, where possible and appropriate, schools should seek to accommodate children who are distressed by using facilities designated for their biological sex by offering suitable alternative arrangements. The guidance also clarifies the legal framework around single‑sex sports. Where mixed‑sex participation raises safety or fairness concerns, sports should be delivered in single‑sex groups. At the same time, the draft recognises the importance of ensuring all children can take part in PE and sport, encouraging schools to consider how to balance inclusion, fairness and safety.

Artificial intelligence

Artificial intelligence is another area receiving fresh attention in the draft KCSIE 2026 guidance. As digital tools become more embedded in school life, leaders are increasingly aware not just of the opportunities they offer, but also the safeguarding risks that come with them. The updated draft includes clearer references to generative AI and aims to help schools and colleges understand their responsibilities when using these tools. The focus is on ensuring that as AI becomes more commonplace, safeguarding practice remains central and keeps pace.

The draft guidance also proposes tightening expectations around monitoring and filtering. Schools would not only need to test their systems annually but also keep a clear record of those checks.

The guidance proposes to include a link to the voluntary national standards for non-school alternative provision. The aim is to further reinforce the safeguarding checks that schools have a responsibility to complete as well as ensuring the suitability of a provision.

The draft guidance also strengthens expectations around information‑sharing when pupils move between settings. It makes clear that the DSL should pass on any information indicating that a child may pose a risk to themselves or to others. Crucially, where there are significant concerns, the guidance now explicitly states that the DSLs in both settings should have a direct conversation to ensure nothing is missed and the receiving school is fully prepared to support the child.

Part Three – Safer Recruitment

Safer recruitment always sits at the heart of KCSIE, so even small updates in this section matter. The latest draft includes a few important clarifications — particularly around adults supervising children on work experience — to ensure expectations are crystal clear. It also introduces an example Single Central Record, giving schools a helpful reference point for what good practice looks like. Feel free to download our guide onSafer Recruitment and Safeguarding for schools. 

Part Four – Safeguarding concerns or allegations made about staff

Just as with safer recruitment, any updates in the allegations section are significant. In this draft, the DfE has clarified that when an allegation is made against a trainee teacher, schools and colleges should follow the same procedures used for supply staff and other contracted adults. To reinforce this, the term trainee teacher now appears throughout the guidance, ensuring there’s no ambiguity about how these cases should be handled.

Part Five – Child-on-child sexual harassment and sexual violence

Part Five has also been restructured to give schools a clearer, more progressive continuum of sexual behaviours. The updated layout moves from early indicators of harmful sexual behaviour, through to sexual harassment, and finally sexual violence. This approach is grounded in evidence‑based frameworks such as the Hackett Continuum, which helps professionals distinguish between developmentally inappropriate, problematic and abusive behaviours. The aim is to give staff a clearer lens for recognising concerns early and responding proportionately.

Conclusion

As these proposed changes show, safeguarding never stands still. The landscape continues to shift, and with it the expectations placed on schools, colleges and the professionals working within them. That’s why high‑quality, ongoing CPD isn’t a luxury — it’s essential. Staff can only respond confidently, consistently and compassionately when they’re equipped with up‑to‑date knowledge and the space to reflect on emerging risks. With KCSIE 2026 signalling some significant developments, now is the time for leaders to prioritise training, strengthen whole‑school understanding and ensure every adult feels prepared for the challenges ahead. Safeguarding is everyone’s responsibility and investing in CPD such as Juniper Education’s Safer Schools package, is one of the most powerful ways to keep children safe.

Stay ahead of the changes

The KCSIE 2026 consultation makes one thing clear: safeguarding expectations continue to evolve. From mental health and AI to misogyny, serious violence and gender questioning, the scope is widening — and so is the responsibility placed on schools.

Now is the time to review your safeguarding approach, refresh staff knowledge and ensure your DSL team feels properly supported.

If you’d like practical support to strengthen safeguarding across your school or trust, your can find out more about Juniper Education’s safeguarding support and CPD programmes here.