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Keeping Kids Safe

Keeping Kids Safe

All parents face the same concerns when it comes to the safety of their children: who to trust and who not to trust, what they can do to ensure their children’s safety when they are not present, what to teach their children about safety, and how to teach it.

Parents need to teach children how to identify and manage uncertain situations, but they also need to ensure that the environments their kids visit are safe. Two of the biggest safety topics among parents of young children are how to keep children safe from predators (both people the family already knows and strangers) and how to ensure that friends’ home environments are safe to visit. 

Keeping them safe from predators.

We need to help kids recognize uncertain or potentially unsafe people and situations and give them the knowledge and skills to keep themselves safe. Even though most parents worry about the potential abusers they don’t know, the most common predators are people children have met or are familiar with. It’s neither helpful nor effective to use scare tactics when educating kids about staying safe. It’s best to communicate with your children in a loving, relaxed way. Here are just a few tips for keeping kids safe from predators:

  1. Listen to your child and be present.

    Let your children know that they can come to you with any concern or problem without feeling judged. Practice being present by focusing your attention on your children when they are speaking to you. Turn off or put away screens that may be hindering your ability focus fully on your children.

  2. Teach problem-solving skills.

    Teach problem-solving skills so your child can make good choices in a precarious situation. You can do this by approaching daily challenges calmly together, thinking through problems, brainstorming solutions, and encouraging your children to try them out.

  3. Teach your children to recognize their emotions and trust their instincts. 

    Help your children understand that their instinct is there to keep them safe. It’s that little voice, that feeling inside them telling them if something is safe or unsafe. It can be described as an “uh-oh” feeling. You can tell them their instinct might be wrong sometimes, but if it’s telling them they might be in danger or that a situation is unsafe, they should always listen to it, just in case. Explain that if they ever feel scared or uncomfortable, they should get away as fast as they can and tell a trusted adult what happened.

  4. Help your child understand who is safe and who isn’t. 

    Talk to your children about “tricky people” and how they can be people you know very well, not at all, or just a little bit. Anyone who makes your child feel uncomfortable or produces an “uh-oh” feeling inside may be a “tricky person,” a person who is not to be trusted. Tricky people may try to get kids to “help” them, and it’s important that your children recognize this. Kids must understand that adults—particularly those they don’t know—don’t need kids’ help, and a request like this can be a clear sign of a tricky person. 

  5. Teach them to act on their “uh-oh feelings” and to be assertive. 

    Make sure your children know that it’s okay to say no to an adult and to run away from adults when their instincts tell them something is wrong. “No, Go, Yell, Tell” are the four words that the National Crime Prevention Council suggests using when teaching children what to do when “tricky people” make them feel uncomfortable. This phrase teaches children to say no, run away quickly, yell for help, and tell a trusted adult what happened. Tell your children that in these situations, manners are no longer necessary. They are allowed to hit, scream, and make a scene.

  6. Identify safe people and places. 

    Help your children identify safe places to play, safe people to ask for help, and safe places to go if there’s trouble. When your children need help or are lost, if a trusted adult isn’t available, they should look for a mom with kids to help them.

Safe in others’ homes.

Ensuring your child’s safety in another family’s home is a significant concern of many parents. Experts say that gun violence among America’s children is an epidemic and that firearms are the second leading cause of death for children 19 years old and younger. The only way to verify your child’s safety is by ensuring that your own firearms—if you have any—are properly locked up, and asking the awkward and uncomfortable question whether or not the family your children is visiting keeps guns in the home. It’s important to do this in advance of a visit or playdate. Here are some suggestions for ways to broach the topic with another parent in a diplomatic manner:

  • “I was in the paediatrician’s office the other day, and Hannah’s doctor insisted that I ask each parent whose home she visits whether or not they keep guns in the house. It sounded like a good idea. Do you mind telling me if you have firearms in your house?”
  • “Susie is really looking forward to the playdate tomorrow. I know this may sound strange, and it might feel like a bit much, but could you tell me if you keep any guns in your house?”
  • “My son is very curious and gets into everything. You’d be amazed by the things he’s dug up at our house that I realized later might be dangerous. I’m wondering if you have a gun in the house that he might find by accident.”

If the parents confirm that they own a firearm, thank them for telling you. Then, depending on your level of comfort, ask whether the gun is secured in a gun locker, or just tell the parents you aren’t comfortable and suggest that the kids come to your house instead. Having these conversations will not only ensure your child’s safety; they’ll also teach other parents that it’s a valuable conversation to have. If more parents have these conversations, the less awkward they’ll be.

Taking time to educate and prepare your child for the unforeseeable is not only wise but can also provide peace of mind. Children need to be taught the skills to manage uncertain situations. These are skills you can teach daily through consistent, open communication, helping children identify their feelings and listen to their intuition, and practising safety drills in response to difficult scenarios.

Would you like to have your own Guide to Keeping Kids Safe to make sure you are covering all your bases with your children?

This article originally appeared on the Committee For Children blog on April 4, 2017.


About the Author: Melissa Benaroya


Melissa Benaroya, LICSW, is a Seattle-based parent coach, speaker and author in the Seattle area (MelissaBenaroya.com). She created the Childproof Parenting online course and is the co-founder of GROW Parenting and Mommy Matters, and the co-author of The Childproof Parent. Melissa provides parents with the tools and support they need to raise healthy children and find more joy in parenting. Melissa offers parent coaching and classes and frequently speaks at area schools and businesses. Check out Melissa’s blog for more great tips on common parenting issues and Facebook for the latest news in parent education.

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Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️
Anxiety on the first days or weeks of school is so normal. Why? Because all growthful, important, brave things come with anxiety.

Think about how you feel on their first day of school, or before a job interview, or a first date, or a tricky conversation when you’re setting a boundary. They all come with anxiety.

We want our kids to be able to do all of these things, but this won’t happen by itself. 

Resilience is built - one anxious little step after another. These anxious moments are necessary to learn that ‘I can feel anxious, and do brave.’ ‘I can feel anxious and still do what I need to do.’

As long as the are safe, the anxiety they feel in the first days or weeks of school aren’t a sign that something is wrong. It’s part of their development and a sign that something so right is happening - they’re learning that they can handle anxiety.

Even if they handle it terribly, that’s okay. We all wobble before we walk. Our job is not to protect them from the wobble. If we do, they won’t get to the walking part. 

To support them, remind them that this is scary-safe, not scary-dangerous. Then, ‘Is this a time for you to be safe or brave?’

Then, ask yourself, ‘Is this something dangerous or something growthful?’ ‘Is my job to protect them from the discomfort of that growth, or show them they are so very capable, and that they can handle this discomfort?’

Even if they handle it terribly, as long as they’re not avoiding it, they’re handling it. That matters.

Remember, anxiety is a feeling. It will come and then it will go. It might not go until you leave, but we have to give them the opportunity to feel it go.

Tomorrow and the next day and the next might be worse - that’s how anxiety works. And then it will ease.

This is why we don’t beat anxiety by avoiding it. We beat it by outlasting it. But first, we have to handle our distress at their distress.

We breathe, then we love and lead:

‘I know you feel […] Of course you do. You’re doing something big and this is how big things feel sometimes. It’s okay to feel like this. School is happening but we have five minutes. Do you want me to listen to your sad, or give you a hug, or help you distract from it?’❤️