The Power of Understanding: Lessons from A&E to Safeguarding and Beyond

As a nurse working in Accident and Emergency (A&E), I often found myself grappling with a frustrating reality: patients arriving at the department with concerns that, by definition, didn’t qualify as either an accident or an emergency. During the busiest shifts, when resources were stretched thin and waiting times became ever longer, it was easy to feel exasperated by the apparent mismatch between their needs and the purpose of A&E.

?However, over time, I came to realise the issue wasn’t as simple as it seemed. For those working in healthcare, particularly in highly dynamic environments like A&E, distinctions between urgent, emergent, or routine care become second nature. These are categories that are understood instinctively, but for someone outside healthcare, the system can be overwhelming. Medical terms and processes we consider straightforward might be confusing to others, and fear or anxiety can cloud judgment.

?I began to understand that the patients who arrived with less critical issues weren’t deliberately intentionally misusing the system, just to upset me. Rather, they were acting out of fear, uncertainty, or a lack of knowledge about where else to turn. For many, A&E felt like the only accessible or reliable option in a moment of concern. This realisation shifted my perspective and taught me a valuable lesson: we cannot expect everyone to share our knowledge, understanding, or framework.

?This same principle applies when we think about safeguarding, education, or indeed, any field that involves working with people. Just as patients in A&E might not fully understand how to navigate the healthcare system, students, parents, and colleagues often bring their own diverse experiences, cultural backgrounds, and values to the table. It’s easy to assume that everyone operates from a shared foundation, but the truth is much more complex.

?Take safeguarding, for example. Differences in cultural practices or parenting approaches might initially seem concerning to those who don’t understand their context. What one person interprets as neglect or indifference might, in fact, be rooted in cultural norms, lived experience or limited access to resources. Similarly, past trauma, socioeconomic pressures, or a lack of information can shape how individuals engage with safeguarding or educational systems. Parents may make decisions based on their own life experiences, prioritising things that may not align with our personal or institutional expectations.

?These differences can easily lead to misunderstandings or frustration, especially if we approach situations with assumptions rather than curiosity. My experience in A&E taught me the value of empathy—of stepping back and asking, “What is driving this person’s decision or behaviour?” rather than rushing to judgment. This same empathetic approach is essential in safeguarding and education. Listening to others’ concerns, understanding their reasoning, and communicating clearly without relying on jargon or assumptions can bridge significant gaps in understanding.

?To make safeguarding and education systems more effective, we need to focus on accessibility and inclusivity. This means recognising that not everyone begins with the same level of knowledge or confidence and that our role is to guide, not to judge. Open communication is critical, as is fostering an environment where questions are welcomed and valued. We also need to move away from a one-size-fits-all approach,? instead tailoring our methods to meet the unique needs of individuals and families.

?The stakes are often high in healthcare, safeguarding, and education. Misunderstandings can lead to missed opportunities for support, whether it’s a patient seeking care or a child in need of protection. By recognising and respecting the diversity of experiences and perspectives around us, we can create systems that are not only more effective but also more compassionate.

?Ultimately, my time in A&E taught me that the knowledge we take for granted may not be shared by? our service users. Whether in healthcare, safeguarding, or education, our expertise should never become a barrier to understanding. By meeting people where they are and offering them the support they need, we can build trust, empower others, and make a real difference in their lives.

?This principle applies to anyone working with people. Whether it’s understanding a parent’s decision-making, a child’s behaviour, or a colleague’s disengagement, taking the time to ask why transforms frustration into empathy. For instance, when a colleague seems unmotivated, curiosity might reveal personal challenges or a lack of clarity rather than a lack of effort. When a customer reacts angrily, understanding their anxiety or concerns helps de-escalate the situation and build trust.

?I find people an endless source of fascination, from the most simple acts of kindness to the very worst of behaviours. But showing an interest and curiosity helps us understand the why behind people’s behaviour. Once we know and understand the why, everything else gets easier.

?The beauty of working with people is that no two individuals are the same. This diversity can be challenging, but it also provides endless opportunities for growth and connection. Showing genuine interest in understanding someone’s behaviours allows us to uncover the reasons behind their actions. Once we understand the why, solutions become clearer, and interactions become more meaningful.

?Working with people will always have its challenges, but it is also one of the most rewarding aspects of any profession. By embracing curiosity and seeking to understand why, we can move? beyond assumptions and into connection, compassion, and growth.