You refer a student for professional help by following your setting’s established procedures: sharing your concern with the designated safeguarding or pastoral lead, documenting what you have observed appropriately, and ensuring the student is signposted to qualified professionals. Knowing the route in advance lets you act quickly and correctly. Referral is not passing the problem on; it is making sure the student reaches the right help while you keep supporting them. Referral connects the student to the right help while you keep supporting them.
Know your setting’s procedure
Every school should have a referral and safeguarding procedure. Knowing it in advance means you can act promptly when needed.
Familiarity prevents hesitation in the moment.
Raise it with the right person
Concerns usually go first to a designated safeguarding or pastoral lead, who coordinates next steps.
You do not carry the decision alone.
Document appropriately
Recording what you observed, factually and in line with policy, supports the right response and protects everyone.
Stick to facts rather than assumptions.
Signpost and support
Students may be signposted to counsellors, health services or other professionals, while you continue to offer everyday support.
Referral complements, not replaces, your care.
Handling referral sensitively
How you refer matters to the student. Where appropriate, explain gently that you would like to involve someone who can help more, so they do not feel dismissed or that they have done something wrong.
Follow your setting’s procedure for who to inform and how to record the concern, keep information to those who need it, and continue offering your everyday support so the student does not feel abandoned during the process.
Following through after a referral
Referral is not the end of your involvement; continuing your everyday support reassures the student they have not been passed off or forgotten.
Staying in appropriate contact with the pastoral or safeguarding lead, within confidentiality limits, helps ensure the student does not fall through gaps.
This follow-through, combined with a sensitive initial referral, is what makes the process genuinely supportive.
Referring with care and follow-through
Explaining gently that you want to involve someone who can help more prevents the student feeling dismissed.
Following your setting’s procedure, keeping information to those who need it and documenting factually ensures the referral is handled well.
Continuing your everyday support afterwards reassures the student they have not been forgotten.
What to check
- Knowing the referral procedure
- The designated lead to contact
- Factual documentation
- Appropriate confidentiality
- Continued everyday support
- Referring sensitively to the student
- Keeping information appropriately limited
Important distinction
Referral procedures and legal duties vary by setting and country. Always follow your organisation’s specific safeguarding and referral policies.
Related quick questions
Who do I tell first?
Should I document concerns?
Do I stop supporting after referral?
Is referral passing the problem on?
How do I refer sensitively?
Who should know?
Does my involvement end at referral?
How do I prevent gaps?
How do I refer sensitively?
Does my support end at referral?
Related LCT pathway
The Counselling for Educators pathway at London College of Teachers is the most directly related programme.
Explore Counselling for Educators