How to help a child practice telling a trusted adult
Start with a familiar grown-up, a few simple words, and time to listen.
Make the first sentence feel familiar.
“Tell a grown-up” is a message children hear often. Our “No Secrets” songs give families a starting point for practicing what that conversation might sound like. You can begin during an ordinary, quiet moment, with a toy or a made-up story.
The aim is not a polished explanation. It is giving a child a way to begin.
Name real people your child can reach.
Talk together about who your child could approach at home and at school. Use names rather than only saying “a trusted adult.” Ask, “Where could we find that person?” and “Who else could help if they weren’t there?”
The American Academy of Pediatrics advises reassuring children that they can tell you about something strange or scary, will not be in trouble for telling, and can approach another trusted adult if telling you feels too difficult.
Further reading: American Academy of Pediatrics: Preventing Child Sexual Abuse ↗ (opens in a new tab)
Practice the beginning, then switch roles.
Let a toy have a small, invented problem: its tower fell over and it needs help rebuilding. Model the opening: “I need to tell you something.” Reply as the grown-up: “I’m listening.”
Invite your child to speak for the toy, point to a drawing, or simply watch. Then let your child be the listening grown-up. There is no need to rehearse a frightening situation to practice starting a conversation.
Let the song lead to one question.
After listening to “No Secrets from Mom and Dad,” ask, “Who could you tell if something happened that you didn’t understand?” Our other song, “No Secrets from Mom,” also names telling another grown-up when Mom is away and continuing to seek help when someone does not listen.
“I Listen to My Tum Tum” connects body signals with telling a trusted adult and asking for help. “Spotting Patterns” explores hurtful patterns, boundaries, and telling a trusted grown-up. Each song page includes the lyrics and an audio preview.
Use the family names that fit your child. For classroom practice, keep examples fictional and offer a private way to speak with an adult afterward.
The grown-up’s part matters most.
NSPCC recommends giving children your attention, allowing pauses, and letting them speak at their own pace. A child may need more than one conversation to explain what happened.
Further reading: NSPCC: Let children know you’re listening ↗ (opens in a new tab)
If a child describes abuse, take them seriously, reassure them it is not their fault, and seek appropriate protection and support. Do not confront the person they name. Explain the next steps in language the child can understand.
Further reading: NSPCC: What to do if a child reveals abuse ↗ (opens in a new tab)
Practicing a sentence does not make a child responsible for stopping abuse. A child who could not tell, or who took time to tell, still deserves protection and care.
These are GGA conversation and activity ideas, informed by the linked guidance. They are not a substitute for professional safeguarding support. Adults remain responsible for protecting children.