Risks and Vulnerabilities in Sports Programmes

In the context of safeguarding, a risk refers to any situation, action, or condition that could cause harm—physical, emotional, psychological, or reputational—to a participant.

In mentoring and sports programmes, these risks often arise not because of bad intentions, but because of lack of awareness, unclear boundaries, or unequal power relationships.

Recognising risks is therefore the first step to preventing them. For mentors, this means developing a “safeguarding mindset”: being alert to signs of discomfort, imbalance, or potential harm, and knowing how to act when something doesn’t feel right.

Safeguarding risks are rarely visible—they often appear in everyday interactions. The goal is to identify them early and respond respectfully and appropriately. (UNICEF, 2021; Plan International, 2022; CPSU, 2020)

Safeguarding risks can be grouped into three main categories: emotional, relational (or behavioural), and digital. These risks can overlap and reinforce each other, especially for women and vulnerable participants.

a) Emotional and Psychological Risks

These occur when an individual feels unsafe, disrespected, or unheard in a mentoring or sporting environment. Examples include:

• Use of demeaning or patronising language.
• Ignoring a participant’s emotional limits or consent.
• Applying pressure to share personal stories or trauma.
• Failing to act when witnessing exclusion or harassment.

Emotional risks are often subtle but can deeply affect trust and self-esteem. According to UN Women (2020), emotional safety is central to gender-sensitive safeguarding because it determines whether women feel empowered or silenced within a space.

Mentor takeaway: Always listen actively, avoid judgement, and check in regularly: “Do you feel comfortable with how we’re working?”

b) Relational or Behavioural Risks

These are linked to power imbalances and boundary violations in relationships between mentors, coaches, and participants. They may include:

• Overstepping personal boundaries (e.g., physical contact without consent).
• Forming relationships that are too personal or dependent.
• Misusing authority (e.g., making inappropriate jokes, showing favouritism).
• Neglecting to report concerning behaviour by others.

Mentors hold a position of trust. As Keeping Children Safe (2020) notes, when trust is misused—or even perceived as such—it can quickly become a safeguarding concern. That’s why maintaining professional boundaries is essential: respect space, avoid promises of secrecy, and always keep transparency in interactions.

For women with migrant background and other participants in vulnerable situations, safeguarding risks can be amplified by contextual factors that limit their ability to protect themselves or seek help. Key vulnerability factors include:

a) Language and Communication Barriers

Limited fluency can make it hard to express discomfort or report concerns. Mentors should use clear, simple language, confirm understanding, and provide written translations when possible (UNHCR, 2022).

b) Isolation and Lack of Support Networks

Many women with migrant background are separated from family or community support. This may lead to dependence on mentors or programme staff for guidance or emotional connection. Mentors should be supportive but encourage autonomy, helping mentees connect with other networks and services (Plan International, 2022).

c) Discrimination and Unequal Power Dynamics

Gender bias, racism, or xenophobia can create unsafe or exclusionary environments. Mentors have a responsibility to challenge discriminatory behaviour and model respect and inclusion. This is essential for building trust and belonging (UN Women, 2020).

d) Past Trauma and Fear of Authority

Some women with migrant background may have experienced violence, persecution, or exploitation. Mentors should adopt a trauma-informed approach: avoid pushing for personal details, believe disclosures, and refer to safeguarding focal points when needed (IASC, 2018).

e) Digital Vulnerability

Participants with limited digital literacy may not fully understand the implications of online sharing or consent. Mentors must explain clearly how images and stories will be used and ensure that consent is informed and revocable (UNICEF, 2021).

Safeguarding in practice: Vulnerability is not a personal flaw—it is a social condition. Our role is to reduce risks and strengthen empowerment.

Scenario 1: Over-Involvement or Emotional Dependency

A mentor begins to meet her mentee very frequently outside scheduled sessions. She feels emotionally responsible for her mentee’s personal problems and starts making decisions on her behalf. When the mentee wants to take a break from the programme, the mentor feels hurt and insists she continues.

What went wrong? The mentor crossed emotional boundaries and created a dependent relationship, which can undermine the mentee’s autonomy.

Good practice: Maintain a professional and balanced relationship. Be empathetic and supportive, but encourage independence and self-agency. Use supervision or peer support to process emotions, not the mentoring relationship itself.

Scenario 2: Cultural Misunderstanding and Stereotyping

During a group activity, a mentor praises a woman with migrant background by saying, “You’re so brave for coming from such a difficult country.” The mentee feels uncomfortable and stereotyped, as the comment reduces her identity to her migration story.

What went wrong? The mentor unintentionally reinforced stereotypes and used “pity language,” which can be disempowering.

Good practice: Use strengths-based and respectful language. Focus on skills, achievements, and contributions instead of identity labels. Ask participants how they want to be represented or introduced.

Scenario 3: Inappropriate Physical Contact

A coach congratulates a participant after a match with a hug and a pat on the back. Although well-intentioned, the participant feels uncomfortable and later avoids attending sessions.

What went wrong? Physical contact occurred without checking comfort or consent. Intentions do not override impact.

Good practice: Always respect personal space. Use verbal praise instead of touch, unless you are sure it’s culturally appropriate and welcome. When in doubt, ask: “Would you like a high five?”

Scenario 4: Breach of Confidentiality

A mentor discusses a mentee’s personal situation with another volunteer “to get advice,” without the mentee’s consent. The mentee later learns that her private story was shared and feels betrayed, losing trust in the programme.

What went wrong? Breach of confidentiality and misuse of sensitive information.

Good practice: Only share information on a need-to-know basis and through official safeguarding channels. When in doubt, seek guidance from the safeguarding focal point before disclosing any personal detail.

Tool: Safeguarding Risks Checklist

As mentors, you are the first line of protection and care in your mentoring relationships. Every session—whether in person, online, or through group activities—offers opportunities to strengthen a culture of safety, trust, and respect.

Below is a sample checklist that can help you reflect on potential safeguarding risks before, during, and after each interaction. Think of it as a guide to build awareness, not as a rigid set of rules.

We invite you to adapt it, question it, and expand it. At the end of this section, you will be challenged to design your own safeguarding checklist, one that reflects your context, your experiences, and the realities of the women and young people you work with.

Before the Session

• Have I chosen a space that feels safe, public, and inclusive for both of us?
• Have I considered any emotional, cultural, or communication barriers that could affect the mentee’s comfort?
• Do I know who to contact or what steps to take if a concern arises?
• Am I clear about my role and boundaries as a mentor?

During the Session

• Am I respecting personal and emotional boundaries at all times?
• Have I avoided any behaviour that could be misinterpreted (e.g., physical contact, jokes, or private messaging)?
• Am I giving the mentee space and voice to express her opinions and choices freely?
• Does my language and body language communicate respect and inclusion?

After the Session

• Have I stored all notes, data, or contact information safely and confidentially?
• Have I obtained explicit, informed consent before sharing any photo, story, or detail from the session?
• Do I need to report or follow up on any concern that arose?
• What could I do differently next time to make the space even safer?