The Importance of Listening to Children: A Foundation for Protection, Trust, and Wellbeing

09 July 2025

Education

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This informal CPD article, ‘The Importance of Listening to Children: A Foundation for Protection, Trust, and Wellbeing’, was provided by Mary Brockwell, founder of The Life Matters, a charity which was set up to help children and young adults who find themselves struggling to cope. They provide targeted care and support to schools and other organisations who have vulnerable children in their care.

The Importance of Listening to Children

Listening to children is not only a fundamental right enshrined in the United Nations Convention on the Rights of the Child (UNCRC, Article 12),¹ but it is also a cornerstone of effective safeguarding, emotional development, and mental health support. When adults—whether parents, educators, or professionals—genuinely listen to children, they create a culture of trust, validation, and safety that is essential for healthy development.

Being heard can improve a child’s emotional wellbeing. ^{2 3} According to the National Society for the Prevention of Cruelty to Children (NSPCC), children who feel listened to are more likely to disclose abuse or neglect, and more likely to engage positively with services intended to support them. Conversely, when children are not taken seriously or are dismissed, they may internalise feelings of worthlessness, isolation, or mistrust. These dynamics are frequently seen in cases involving self-harm, suicide ideation, or long-term trauma. ⁴

Children often communicate their distress in subtle or indirect ways—through behaviour, withdrawal, or changes in mood. It takes a trained, empathetic adult to recognise and respond to these cues.⁵ Studies from the Children’s Commissioner for England have highlighted how children who had been through adverse experiences, such as abuse or family breakdown, often tried to express their struggles but felt ignored or misunderstood by adults around them.⁶ Tragically, missed opportunities to listen and intervene can lead to serious consequences.

Listening to children also has a protective function. In many serious case reviews following child deaths or significant harm, a recurring theme is the failure to listen to what the child was trying to communicate. The 2022 Child Safeguarding Practice Review Panel found that in multiple cases, professionals had opportunities to hear and act on children’s voices but did not, due to workload pressures, lack of training, or systemic weaknesses.⁷ Strengthening listening practices is not optional—it is a vital safeguarding measure.

Furthermore, listening is not just about hearing words; it involves active engagement, empathy, and follow-up. Children need to feel safe, not judged, and reassured that what they say matters. According to the British Psychological Society (BPS), children who experience adults as emotionally available and attuned are more resilient, perform better in school, and are less likely to develop severe mental health issues later in life.

The Role for Professionals

As professionals working with children, we must create spaces—both literal and emotional—where young people feel able to talk about their experiences. This includes training staff in active listening, trauma-informed care, and age-appropriate communication techniques. Programmes that incorporate structured emotional literacy and wellbeing activities, such as workbooks and guided discussions, have proven effective in helping children articulate their feelings and seek help when needed.

In conclusion, listening to children is not merely an act of kindness—it is a critical professional responsibility grounded in research, ethics, and law. When we listen, we protect. When we ignore, we risk lives. Every child’s voice matters—and our systems must be equipped to truly hear them.

We hope this article was helpful. For more information from The Life Matters, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.

References:

• 1. United Nations. (1989). Convention on the Rights of the Child, Article 12.- Enshrines children’s right to express views and be taken seriously in all matters affecting them.

• 2. Allnock, D., & Miller, P. (2013). No one noticed, no one heard: A study of disclosures of childhood abuse. London: NSPCC. - Reported over 80% of abused children tried to disclose, with disclosures often ignored or mishandled.

• 3. Allnock, D., & Kiff, J. (2023). Listening to children and young people’s experiences of disclosing child sexual abuse: Insights for the proposed mandatory reporting duty in England and Wales. London: NSPCC. - Highlights the need for trusted professionals and safe spaces for disclosure learning.

• 4.  NSPCC Learning. (n.d.). Speak out. Stay safe – School-based education programmes improve disclosure rates (Allnock & Miller, 2013). Confirms it can take children years to disclose abuse without supportive environments.

• 5. British Psychological Society. (n.d.). Building resilience: Strength‑based parenting interventions (Waters et al., 2015–2019). - Shows adults who actively engage emotionally with children promote resilience and mental health.

• 6. Children’s Commissioner for England. (2013). It takes a lot to build trust: Recognition and telling. London: Office of the Children’s Commissioner. - Emphasises that children want trusted adults to notice changes and give space to talk learning.

• 7. Child Safeguarding Practice Review Panel. (2022). Annual report and thematic analyses. - Notes professional failures to listen as recurring in child harm case reviews. https://www.gov.uk/government/publications/child-safeguarding-practice-review-panel-annual-report-2022-to-2023