Section 1: Purpose

This procedure provides a framework for identifying, monitoring, and supporting students whose behaviour, circumstances, or wellbeing may place them or others at risk of harm or affect their academic progress. It promotes early intervention, prioritises student welfare, and emphasises supportive measures over disciplinary actions. It also ensures that students who may be temporarily unfit to study due to health, behaviour, or wellbeing issues are supported appropriately and that risks are managed in a fair and proportionate manner.

Section 2: Scope and Institutional Commitment

This procedure applies to all students from enrolment until completion or withdrawal and covers concerns arising in any setting where ISH retains responsibility for student welfare.

ISH is committed to fostering a safe, inclusive, and supportive learning environment that promotes wellbeing and encourages all students to reach their potential. Where appropriate, students will be signposted to wellbeing or mental health support services, and reasonable adjustments will be made in line with the Equality Act 2010.

Section 3: Definitions

A ‘Student at Risk’ is one whose behaviour, health, or circumstances raise concerns about potential or actual harm to themselves, potential or actual harm to others, or serious disruption to their studies or the ISH community.

Interventions are actions designed to reduce risk and support the student, while precautionary measures are temporary steps to safeguard the student or the community.

Return to Study Plans are structured plans for students resuming study after leave or suspension.

Safeguarding concerns include any situation where a student may be at risk of abuse, neglect, exploitation, or significant harm to themselves or others.

Section 4: Guiding Principles and Responsibilities

Interventions follow principles of early action, fairness, proportionality, confidentiality, and support-focused responses. Measures are proportionate to the assessed risk and regularly reviewed. Confidentiality is maintained in accordance with data protection legislation. Reasonable adjustments will be considered where health, wellbeing, or disability issues contribute to risk, ensuring compliance with the Equality Act 2010 and alignment with ISH’s commitment to equality, diversity, and inclusion.

Staff responsible for student welfare are expected to assess concerns, develop and monitor support plans, coordinate formal measures where necessary, implement adjustments, and track student progress. Students are expected to engage with interventions, attend meetings, access support, and comply with agreed conditions.

Confidential support and guidance are available through ish@sportshumanities.org

Section 5: Safeguarding Institute of Sports Humanities The Old Rectory, Weybridge, United Kingdom, KT13 8DE

ISH is committed to safeguarding the wellbeing of all students and ensuring a safe environment for study and participation. Any concern suggesting a risk of harm, abuse, neglect, or exploitation must be treated as a safeguarding matter and escalated appropriately.

Where a student is believed to be at immediate risk of harm, emergency services should be contacted without delay. Concerns that do not require emergency response should be reported promptly for review and follow-up.

All staff share responsibility for identifying and reporting safeguarding concerns. Information sharing between relevant parties must be proportionate, limited to what is necessary to protect the student, and consistent with data protection and confidentiality requirements.

Safeguarding considerations must always take precedence where there is potential or actual risk of significant harm.

Section 6: Identification and Referral

Any member of the ISH community may raise a concern about a student whose circumstances indicate risk. Concerns may include sudden behavioural changes, mental health challenges, academic disengagement, aggression, or serious personal issues.

Referrals should be submitted promptly with relevant factual details, dates, and context to allow for an appropriate and timely response.

Section 7: Initial Assessment and Risk Classification

Once a concern is raised, it should be assessed promptly to determine urgency and risk level. Students presenting an immediate risk to life, safety, or health should be referred to emergency services without delay.

Other cases should be classified as low, medium, or high risk, based on the severity of the concern, likelihood of harm, impact on academic progress, and engagement. The classification guides the type and timing of interventions.

Section 8: Intervention and Support Measures

Support begins with discussions to understand the student’s situation and provide appropriate guidance. Where relevant, a collaborative Support Plan should be developed, outlining objectives, responsibilities, timelines, and review points.

Academic adjustments such as a reduced study load, alternative assessments, or deferred deadlines may be offered. Students will also be signposted to appropriate support services, including wellbeing, counselling, or external agencies, as needed.

Engagement with support plans should be monitored, and interventions updated as necessary.

Section 9: Formal Measures and Escalation

If a student does not engage with support plans or if risk remains high, formal measures may be implemented. These may include suspension of registration, mandatory leave, withdrawal from the programme, or referral to disciplinary procedures. Institute of Sports Humanities The Old Rectory, Weybridge, United Kingdom, KT13 8DE

Students must be notified in writing of any formal measures, including reasons, conditions for return where applicable, and their right to appeal. Fairness must be observed throughout, allowing students to respond and be accompanied by a support person if desired.

Formal measures should only be applied when support-based approaches are insufficient to manage risk or ensure safety. The welfare of the student and the wider community should remain the primary consideration in all decisions.

Section 10: Return to Study and Re-engagement

Students returning from leave or suspension must submit a Return to Study Plan demonstrating that concerns have been addressed or are being managed. The plan should be reviewed before approval, and a meeting held to confirm conditions for resuming studies.

Post-return monitoring ensures that risk is managed and students reintegrate successfully into academic and social life. Reasonable adjustments and support may continue post-return where health, wellbeing, or other circumstances require ongoing consideration.

Section 11: Appeals

Students subject to formal measures may appeal. Appeals may be based on procedural irregularities, new evidence, or disproportionate measures. Unless otherwise stated, formal measures remain in effect while an appeal is being considered.

Students may seek advice and support when preparing an appeal, and wellbeing considerations should be considered throughout the process.

Section 12: Documentation, Confidentiality, and Record-Keeping

All referrals, assessments, support plans, monitoring records, and outcomes must be documented and securely stored in accordance with data protection legislation. Access is limited to authorised staff.

Students may request access to their own records in accordance with institutional policy. Information sharing with external parties requires consent or a lawful basis. Sensitive wellbeing information must be treated with discretion and, where possible, separated from academic records.

Section 13: Monitoring and Review

Cases should be reviewed regularly to evaluate outcomes, identify trends, and inform improvements. The procedure should be reviewed regularly in response to legislative, regulatory, or organisational changes, and outcomes monitored to assess effectiveness.

Section 14: Procedure Flow

Concerns are raised and assessed promptly, with immediate risks referred to emergency services. Other cases are managed through support plans, monitoring, and, where necessary, formal measures.

Students returning to study follow a Return to Study Plan with post-return monitoring. Throughout this process, safeguarding, wellbeing, and equality considerations are prioritised to ensure that all actions taken are proportionate, supportive, and fair.

The procedure and active cases are regularly reviewed to ensure effectiveness and ongoing student support.