5.3 Identify the possible barriers to accessing information and support for children

This guide will help you answer 5.3 Identify the possible barriers to accessing information and support for children.

Accessing information and support is not a straightforward process for all children. Many factors can block, delay or limit a child’s ability to get the help they need. For workers in health and social care, recognising these barriers is a key step toward meeting the needs of children in different situations. The barriers can be physical, emotional, social, cultural, or practical. They might arise from within the child’s environment or from the organisations that provide services.

This guide covers the possible barriers children may face, with examples and context that can help you identify them in practice.

Communication Barriers

Children may struggle to express their needs or to understand information provided to them. Communication problems can arise from:

• Speech or language delays
• Learning disabilities
• Autism spectrum conditions
• Hearing impairments
• Use of complex or technical language by professionals

For example, a child with limited vocabulary may not fully grasp what is being explained about a support service. Professionals may unintentionally use terms that are unfamiliar to the child. Written materials may be too advanced for their reading level.

Providing information in ways that match the child’s communication abilities can make a big difference. This can include using visual aids, simplified language, sign language, or interpreters for children who speak a different language at home.

Language Barriers

Some children live in households where English is not spoken regularly. They might feel more comfortable speaking another language. Without interpretation services, these children can misunderstand important details about available support. This is not limited to children from other countries. In some communities, local dialects or non-standard English can still cause confusion in formal settings.

Workers should identify whether a child needs translated materials or a bilingual staff member to aid understanding. This helps avoid gaps in knowledge that can prevent access to help.

Physical Barriers

Physical barriers stop or delay a child’s ability to attend appointments or reach services. Examples include:

• Lack of wheelchair access in buildings
• Poor public transport links
• Inaccessible online platforms
• Long distances to specialist services

A child with mobility needs might struggle to get to centres that provide therapy. Rural areas often have limited local facilities, meaning long travel times. For some families, transport costs are too high, which adds to the challenge.

Economic Barriers

Money can affect the ability to get support. A child’s family may not afford travel costs, internet access for online support, or the equipment required for certain services. Even if the service itself is free, these hidden costs can stop children from accessing help.

For example, a counselling service may offer free sessions but require regular travel to another town. If a family has no car and cannot afford bus fares, the child might miss out.

Social Barriers

Some children live in situations where they receive little encouragement to seek help. Influences might include:

• Peer pressure to hide problems
• Fear of bullying if they are seen using services
• Lack of support from family members
• Negative attitudes to professional help within the community

Social acceptance can have a strong effect on whether a child reaches out for help. A child experiencing depression may hide it from friends and family because they fear being judged or excluded.

Cultural Barriers

Different cultures have different views about health and support services. In some cultures, there is a belief that family should deal with problems rather than outside agencies. Some parents may avoid professional services because they believe these could interfere with family traditions. This can prevent children from gaining access to needed resources.

Cultural barriers might also affect the types of support that are acceptable to a child and their family. For instance, certain mental health topics may be taboo in some cultures. Professionals must be aware of these viewpoints and find respectful, appropriate approaches.

Stigma

Stigma occurs when society attaches negative labels to certain conditions or situations. Children with mental ill health, learning difficulties, or who have experienced abuse can face stigma from peers, adults, and even organisations. This may make them less likely to seek support.

A child who fears being labelled or treated differently may stay silent rather than approach a teacher, counsellor, or health worker. Stigma can lead to isolation and increased distress.

Lack of Awareness

Some children simply do not know what support and information is available. If information is not shared in places they visit or in formats they understand, they may never hear about services. Awareness is affected by:

• Poor promotion of services in schools
• Limited community outreach
• Overly complicated websites
• Information that is hidden behind technical terms

Efforts to share information must be aimed directly at children and their carers in ways that reach them, such as through youth groups, social media, local events, or school assemblies.

Service Availability

Where services are limited or there are long waiting lists, children may lose interest or feel discouraged. They might decide there is no point in seeking help because the process takes too long. Some services may close due to funding cuts, further reducing access.

In medical or specialist care, waiting times can extend beyond what is practical for a child’s needs. In mental health services, this delay can cause worsening symptoms.

Trust Issues

Some children do not trust professionals or organisations that provide information and support. Their distrust can come from past experiences where help was ineffective, promises were broken, or confidentiality was not respected. Trust is fragile, and once lost, it can be hard to rebuild.

For example, a child who sought help before and then faced gossip in their school may believe it is unsafe to share personal matters again.

Family Circumstances

Family situations can significantly limit a child’s access to support. Examples include:

• Domestic abuse in the home
• Parents with substance misuse issues
• Neglect
• Overcrowded living conditions
• Parents with controlling attitudes who restrict movement or communication

These situations can isolate children and limit opportunities to seek help. A child might avoid asking for support in front of a controlling parent because they fear punishment or conflict.

Technology Access

Online health and social care resources are expanding, but not all children have access to the required technology. Problems include:

• No internet at home
• No computer or smartphone
• Limited digital skills

A child with low digital access cannot use online counselling, apply for advice services, or look up information they need. This digital divide leaves some children without chances to learn about or request support.

Legal and Confidentiality Concerns

Children may be unsure about their legal rights or worried about privacy. They may think accessing support will automatically involve their parents or that they will be questioned in ways they cannot control. If they fear losing privacy, they are less likely to speak up.

Organisations can help by clearly explaining confidentiality rules and the limits of what can be kept private. Children need to know, for example, that some disclosures must be shared for safety reasons, but other parts of their conversations can remain private.

Emotional Barriers

Fear, shame, embarrassment, or guilt can all block a child’s willingness to get help. They may believe they are at fault for their situation or feel too upset to explain what is happening. Some children avoid thinking about the problem entirely, which delays them from confronting it or asking for support.

Workers should approach children with patience and empathy, allowing them time to build confidence before expecting them to request help.

Service Design Barriers

Some services are built with adults in mind, which can make them hard for children to use. For example:

• Appointment times during school hours
• Locations far from child-friendly areas
• Overly formal meeting environments

An intimidating setting can discourage a child from attending. Design choices should reflect needs such as flexible timing, friendly spaces, and child-focused communication.

Final Thoughts

Recognising barriers is the first step toward removing them. Children face a range of challenges that may prevent them from getting information and support. These include practical problems like transport or technology, social factors such as stigma, and personal issues like fear or lack of awareness. Health and social care workers must observe carefully and respond in ways that match each child’s circumstances.

Overcoming these barriers requires clear communication, flexible approaches, and respect for each child’s background. By identifying the specific obstacles they face, you can adapt your support and make it easier for them to access help. Every barrier removed brings a child closer to receiving the care and guidance they need.