Protecting Learners and Staff: Why Wellbeing and Drink-Spiking Awareness Must be on Every FE leader’s Agenda

Supporting learners in FE isn’t just about academic outcomes. It is also about creating environments where every student and every member of staff feels safe, supported, and able to thrive. In today’s landscape, wellbeing must sit alongside teaching quality, safeguarding, and financial sustainability as a core leadership priority. Within that broad responsibility, one issue that warrants far greater attention in FE settings is drink spiking.

Why FE leaders cannot afford to ignore the issue

Recent research from Stamp Out Spiking and Cardiff University (October 2025) shows the scale and complexity of spiking today. Incidents can involve drinks, needles, vapes, or even food. They affect people of all ages, although those aged 18–25 are most represented. Most incidents occur in pubs, nightclubs, restaurants, or festivals, and the consequences are serious:

• 60% of victims lost consciousness
• 17% were sexually assaulted
• 72% never reported the incident to the police
• None of the reported cases resulted in a conviction
• Mental-health impact averaged 6.7/10
• 45% took time away from work, school, or university
• 30% stopped participating in activities they previously enjoyed

Other research reinforces the scale of the problem. Anglia Ruskin University (2024) found:

• 1.2 million UK adults experienced drink spiking in the past year
• 90% never reported it
• 13% of women and 9% of men believe they have been spiked at some point
• 18% of LGBTQ+ adults have been victims

Behind these statistics are disrupted lives, derailed confidence, and trauma that can shape a young person’s wellbeing and ability to engage in education. FE leaders are operating at a moment when student independence is growing, social behaviours are shifting, and vulnerabilities can arise quickly, particularly for those experiencing nightlife or mixed-age settings for the first time.

The role of FE leaders: moving from awareness to action

Although most spiking incidents occur off campus, FE institutions still hold a crucial preventative and supportive role. The cornerstone of an effective response is not solely about reacting when something has happened – it is about equipping learners with knowledge, building staff confidence, and ensuring that safeguarding systems are primed to recognise and respond to concerns early.

Here are some practical, sector-agnostic strategies that FE leaders can embed within existing wellbeing and safeguarding frameworks.

Strengthen education and awareness for learners

Normalising conversations about safety
Spiking awareness should sit alongside alcohol education, healthy relationships teaching, consent discussions, and personal safety advice. Clear, factual information helps dispel myths – such as the assumption that spiking is rare or only affects certain groups.

Visible, varied communication
Awareness messaging works best when delivered through multiple channels:

• Induction sessions
• Digital screens
• Student-union campaigns
• Posters in social spaces
• Short videos or peer-led sessions

This ensures all learners, including apprentices and part-time students, receive consistent information.

Highlighting practical steps
This can include how to recognise symptoms, what to do if they or a friend feels unwell, and where to seek help on or off campus. When learners feel informed, they are more likely to intervene early or report concerns.

Equip staff to respond with confidence and consistency

Front-line awareness matters
Tutors, pastoral teams, campus security, and student-services staff all need to understand what spiking is, how it presents, and what initial steps they should take if a learner discloses an incident.

Clear internal reporting pathways
Staff should know:

• Who to notify
• How to log concerns
• When to escalate
• What follow-up support the learner should be offered

A consistent approach builds trust and ensures no student falls through gaps because an incident occurred off-site.

Trauma-informed responses
Victims often feel fear, shame, or self-blame. Staff training in trauma-informed communication, listening without judgement, avoiding minimisation, and providing reassurance, can significantly improve a learner’s likelihood of continuing with their studies after an incident.

Integrate spiking awareness into existing safeguarding systems

Spiking should be recognised as part of broader safeguarding responsibilities. FE leaders can:

• Update safeguarding policies to reference spiking explicitly, including expected staff actions
• Align with Prevent, mental-health, and wellbeing strategies, recognising that spiking can lead to withdrawal, anxiety, or isolation
• Incorporate risk-management measures during college events, trips, and celebrations
• Ensure external partners (such as venues used for enrichment or freshers’ activities) meet expected safety standards

Embedding this into standard safeguarding practice ensures the issue is treated with the seriousness it deserves, without relying on ad-hoc responses.

Empower student voice and peer leadership

Young people often learn most effectively from each other. Colleges can:

• Create peer-led ambassador programmes
• Support student-union campaigns on personal safety
• Facilitate focus groups to understand lived experiences and local risks
• Encourage learners to help shape awareness materials and reporting processes
• A learner-centred approach helps eliminate stigma and increases the likelihood of disclosures.

Build strong local partnerships

While colleges cannot control every off-campus environment, they can influence them through collaboration.

Effective partnerships might include:

• Local authorities
• Police and community safety teams
• Night-time economy groups
• Health and wellbeing providers
• Universities and neighbouring FE institutions

These partnerships enable shared intelligence around emerging risks, aligned campaigns, and clearer referral pathways for support.

Prioritise post-incident care and recovery

A comprehensive safeguarding approach recognises that the aftermath of spiking can be as damaging as the event itself.

FE institutions can strengthen support by:

• Offering follow-up pastoral or mental-health check-ins
• Signposting to external services
• Supporting learners with adjustments or time away if needed
• Ensuring no student’s academic progress is penalised for seeking safety or support

A wrap-around response helps learners feel believed, protected, and able to continue their education.

A leadership responsibility that cannot be postponed

For FE principals, governors, and safeguarding leads, the message is clear: wellbeing and safety must be seen as leadership priorities – not just operational ones. Drink spiking is a growing societal challenge, and while it may occur beyond college grounds, its impact is deeply felt within them.

FE leaders have the opportunity to create cultures where learners are empowered, staff are confident, and safeguarding frameworks reflect the realities young people face today. Embedding practical awareness strategies now can prevent harm, strengthen institutional trust, and send a clear signal to every learner:

Your safety matters. Your wellbeing is non-negotiable.

Practical support through AUCSO and Stamp Out Spiking

Recognising the urgency of the issue, the Association of University Chief Security Officers (AUCSO) has partnered with Stamp Out Spiking, the UK’s leading charity dedicated to ending drink spiking.

By Julie Barker, COO of AUCSO and former Non-Exec Director, College and University Business Officers (CUBO), and Chair of The University Caterers Organisation (TUCO) and Dawn Dines is Founder and CEO of Stamp Out Spiking