FROM THE ADDRESSSafer schools
Belonging depends on trusted, caring relationships
A connection drawn from Project BUILD themes
WHAT PEOPLE DESCRIBED
The findings behind this statement
Being known individually — not as a role or a year group — runs through more of these accounts than any other single idea.
Points of entry and return carry disproportionate weight: a first week, a new school, coming back after an absence.
A trusted adult is frequently the whole of the account. People described one relationship as the reason a place felt like theirs.
THE DISTRICT’S READING
What this means for this part of the address
The district reads this as a reason to treat trusted relationships as part of how a school becomes safe, alongside — and never instead of — its formal protections.
This paragraph is the district’s application of the findings above. It is not something the people who contributed asked for.
WORTH BEING CLEAR ABOUT
Our responsibility: clear boundaries and dependable protection. That is a leadership commitment, not a finding from Project BUILD. These accounts describe feeling able to trust an adult; they are not evidence about physical safeguarding or adult conduct, and no allegation is published here.
The themes this draws on
Each theme page shows what was heard, what was missing, and what the finding does not tell us.