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Why adopted children may be more vulnerable to exploitation - and how we reduce the risks

Adopted children are not “broken,” nor destined for poor outcomes. Many thrive. At the same time, a sizeable proportion have faced early adversities that can make particular situations riskier if the right supports are not in place. This article explains which experiences can raise vulnerability to exploitation, why those pathways matter in childhood and adolescence, and how adoptive families and professionals can act early to build protection around the young person.


We use “exploitation” broadly to include criminal exploitation (for example county lines), sexual exploitation, online grooming, financial coercion, labour exploitation, and manipulation linked to substances or radicalisation. We draw on UK and international research and translate it into practical steps for parents and carers, schools, and support networks.


woman in mirror sad

The context: why exploitation risk spikes in adolescence


Adolescence brings rapid brain and hormonal changes, growing independence, and powerful peer influence. Risk-taking itself is developmentally typical; what matters is the context and consequences. Early adolescence (ages ten to thirteen) is a prime window for prevention because patterns of emotion regulation, friendship, online behaviour and decision-making consolidate here. High-quality parent-child communication in this period predicts better emotional adjustment and lower engagement in harmful risk. For adopted children, this period often overlaps with intensifying questions about identity, loss and belonging. Where early-life trauma, prenatal exposure, or multiple care moves are part of the story, the demands of adolescence can interact with earlier vulnerabilities.


Exposure, not “brokenness”: how early experiences can raise specific risks


Below are common exposures in adoptive histories and how each can map onto particular exploitation risks. The aim is clarity, not stigma.


1) Early adversity and disrupted care


A high proportion of children adopted in the UK experienced abuse, neglect or family dysfunction before entry to care, with an average of many months in the care system and frequent moves. Early adversity can shape stress-response systems and attachment patterns, which in turn affect judgement under pressure, trust in adults, and sensitivity to rewards or threats. This can increase susceptibility to relationship-based grooming (someone offering care/attention), gang belonging, or financial/sexual coercion that masquerades as love or safety.


2) Prenatal alcohol and drug exposure


Foetal Alcohol Spectrum Disorder (FASD) and other prenatal exposures are over-represented in adoption (Adoption UK, 2020). Difficulties with executive functioning, impulse control, and social cue reading can raise vulnerability to criminal or sexual exploitation, particularly where instructions are fast, environments chaotic, or rules ambiguous.


3) Neurodevelopmental differences and mental health


Rates of ADHD, autism and social, emotional and mental health needs are markedly higher among adopted cohorts than in the general population (Adoption UK, 2024). Impulsivity or sensation-seeking may increase the likelihood of engaging with risk, while low self-esteem can make external validation - from peers or older individuals - feel particularly powerful. When mental health support is delayed or missing, vulnerabilities deepen.


4) Identity, loss and uncertainty


Adoption can bring both love and loss. Questions about origins, genetics, and birth family can emerge strongly in adolescence. When information is missing or conversations are avoided, young people may seek connection elsewhere - sometimes in unsafe online spaces or peer groups that promise belonging. Open, ongoing communication about a child’s history helps reduce this risk by replacing secrecy with understanding.


5) School exclusion and disrupted education


Adopted children are statistically more likely than their peers to be permanently excluded from school and to leave education without qualifications. They are also twice as likely to be not in education, employment, or training (NEET). Exclusion increases unsupervised time and reduces attachment to positive routines - two conditions that create opportunity for exploitation. When schools understand trauma and adapt their support, exclusion rates drop and safety improves.


6) Substance use as a coping strategy


While adopted adolescents experiment with substances at similar rates to peers, they are more likely to develop problematic patterns. This is often linked to underlying challenges such as ADHD, depression, or trauma-related distress. Substances can temporarily relieve emotional pain but increase vulnerability to exploitation through debt, coercion, or impaired judgement. Early conversations about risk - handled calmly and without shame - can make a measurable difference.


Bottom line: The mechanism is not “adoption causes harm.” Rather, specific exposures common in adoption can increase risk in particular contexts. When support closes those gaps early, risk drops.


The protective core: connectedness plus credible conversations


The single most powerful protective factor against exploitation is connection. Young people who feel securely connected to parents, carers, and trusted adults are far less likely to be drawn into harmful situations. For adoptive families, this begins with communicative openness - honest, age-appropriate dialogue about adoption, safety, and decision-making. Parents who create space for questions, listen without judgement, and provide truthful information help their children develop resilience and trust. It’s not one big “talk” but an ongoing, evolving conversation about relationships, values, and safety.


What exploitation can look like - and concrete warning signs


Criminal exploitation (including county lines)


What it looks like:  A young person is groomed to move drugs, cash or weapons; they may be given a phone, gifts, or codes; travel to unfamiliar areas; talk about “debts.”

Signals:  Unexplained money/goods; going missing; new older friends; second mobile; secrecy about locations; sudden decline in attendance; fear around phones/door knocks.


Sexual exploitation (CSE)


What it looks like: Manipulative “relationships,” pressure for images, sex-for-exchange, party scenes with alcohol/drugs; shaming and control tactics.

Signals: Older partners; multiple STIs or UTIs; controlling peers; sexualised online behaviour; extreme secrecy; rapid mood swings; unexplained hotel visits.


Online grooming and blackmail


What it looks like: Befriending in gaming/chat spaces; requests to move to encrypted apps; “sextortion” threats.

Signals: Night-time device use; locked-down chats with unknown contacts; anxiety when notifications ping; sudden money transfers.


Financial coercion and labour exploitation


What it looks like: Pressure to open bank accounts, take out contracts, work for cash with withheld wages.

Signals: New financial products in their name; parcels arriving; talk of “work” with no details. If your instinct tightens, act. Exploitation thrives on secrecy and delay.


Practical scripts and strategies that work


The research on parent-child risk communication gives three durable ingredients: relationship first, specifics second, practice often. Below are tools you can use now.


1) Open the door early (ages seven to eleven)


  • Adoption-story layering: “Some babies grow in their family and stay there. Some, like you, had a tricky start and then joined their forever family. That can leave big feelings. We can talk about all of it.”

  • Body and boundaries basics: “Your body is your own. If anyone asks for pictures or touches in a way that makes your tummy feel tight, you can say no and tell us. You will never be in trouble for telling.”

  • Safe-adult net: Draw a five-finger net of trusted adults at home, school, clubs; practice how to ask for help.


2) Strengthen judgement and belonging (ages ten to thirteen)


  • Two-sided conversations: “Some people say weed is harmless; others say it can mess with mood and memory, especially for developing brains. In our family we look at both sides and decide with health in mind.”

  • Peer pressure rehearsals: Role-play responses: “I’m not up for that- my ride home depends on me being straight.” Repeat with humour and exit lines.

  • Belonging by design: Ensure regular pro-social groups (sport, music, faith, Scouts/Guides) where adults know your child well. Exploiters offer belonging; beat them to it.


3) Name the grooming playbook (ages twelve to sixteen)


  • The pattern, not the person: “Some older people act like a boyfriend/girlfriend, buy stuff, then ask for favours. They separate you from us, cause drama, and create debts. If someone’s giving you ‘love’ with strings, that’s on them. We can fix strings.”

  • Debt is a tactic: “If anyone says you owe them money, we can involve adults who make it stop. Your safety beats any debt.”

  • Screens with scaffolding: Co-create a family device plan (curfew, private accounts, no moving to encrypted DMs with strangers, location sharing with a safe adult). Review together each term.


4) Substance-specific messaging


  • Credible, consistent, connected: Messages of warning reduce use when delivered within a warm, connected relationship and revisited over time.

  • Personalised risk without doom: “Because of what we know about your early start and our family health history, your brain might be more sensitive to substances. That does not define you- it just means we’ll put extra guardrails in place.”


5) Contact and background information


  • Planful openness: Where safe and appropriate, maintain structured, supported contact with birth family and keep medical/family history up to date. Use neutral language about birth relatives’ difficulties to support a positive self-image.

  • Identity scaffolding: Create a living “health and heritage” file your teen owns. Facts reduce the vacuum groomers exploit.


Building the safety net around the child


At home:


  1. Relational routines: Shared meals, school runs, and one-to-one time are protective. Adolescents disclose more during low-pressure activities (dog walks, driving).

  2. Clear family rules: Curfew, check-ins, transport boundaries, and non-negotiables around substances.

  3. Signal safety over shame: “You can call us for a no-questions ride any time. Safety first, chat later.”

  4. Monitor, don’t intrude: Be informed about friends, locations and online spaces without covert surveillance that corrodes trust.

  5. Map hotspots: Identify routes, parks, houses, or apps where pressure happens. Make alternative plans.


With school and college


  1. Name the cohort needs: Share adoption-relevant information on a need-to-know basis. Ask for a trusted adult point person and safer options for lunchtime/after school.

  2. School reviews: Look into the school offering quiet spaces, key worker time, trauma-aware teaching), not just attainment. Review termly.

  3. Exclusion-avoidance plans: Work with school to use relational and graduated responses to behaviour. Exclusion magnifies risk.


With professionals


  1. Early, multi-disciplinary assessment: Seek holistic assessment of SEMH, neurodevelopmental needs, and FASD where indicated; use findings to write a living support plan.

  2. Therapeutic support: Consider evidence-informed, attachment-focused models (for example DDP-informed practice) and practical skills training for parents. The Adoption Support Fund can help - apply early and chase delays.

  3. Birth-family contact plans: Advocate for a written, resourced plan led by a specialist social worker; anticipate social-media contact and rehearse responses (Adoption UK, 2024).


Community anchors


  • Mentoring: A consistent non-parent adult (coach, youth worker) can buffer risk.

  • Activities that “fit”: Where neurodiversity or anxiety is present, choose structured, smaller-group activities with predictable routines.

  • Health access: Ensure a GP who understands care-experienced health needs; ask for longer appointments for complex discussions.


If you’re worried right now


  1. Document patterns: Times missing, names, vehicles, phone numbers, messages (screenshots).

  2. Increase proximity: Tighten curfew, collect from door, reduce cash, review devices alongside your child, not behind their back.

  3. Alert the network: School safeguarding lead, social worker/RAA, local exploitation team (many police forces have a dedicated CCE/CSE unit), GP or CAMHS.

  4. Plan safe exits: Code word for “pick me up now,” cashless transport card on the keyring, and a “cover story” you can play along with to extract them without drama.

  5. Respond, don’t retaliate: Expect pushback; reflect feelings first (“I get that you feel controlled”), then hold the line.


What the evidence says about what helps


The evidence shows that what makes the greatest difference is connection, openness, and timely support. Young people respond best to ongoing, two-way conversations that take place within warm, trusting relationships rather than one-off lectures. When parents communicate openly and honestly about adoption, including the realities of loss and identity, it strengthens resilience and reduces the pull of unsafe spaces that appear to offer belonging. Supporting mental health and neurodevelopmental needs early can significantly lessen the likelihood of risky behaviours linked to distress or impulsivity. Access to accurate background and birth-family information also helps parents anticipate challenges and have informed, compassionate discussions. Finally, effective systems play a vital role - when families receive coordinated support from schools, adoption teams, and specialist services, stability improves and vulnerabilities reduce.


A practical checklist you can use this week


Today


  • Agree a family “safety first” message and no-questions pick-up plan - Create a simple shared message that reinforces your child’s safety above all else - for example, “You can always call, and we’ll come - no questions asked.” This lets them know that even if they make a mistake or feel frightened, they can reach out without fear of getting into trouble. Write it down somewhere visible so the message becomes part of family routine rather than a one-off conversation.

  • Add your child’s trusted-adult “hand” to the fridge and school planner - Draw around your child’s hand and write one trusted adult’s name on each finger - people they can go to for help, such as a teacher, relative, youth worker, or friend’s parent. Keep a copy on the fridge at home and another in their school planner or bag. Seeing it regularly helps normalise help-seeking and reminds them they’re never alone.

  • Check privacy and reporting settings on the top three apps your child uses; turn on location sharing with a named adult - Sit together and review privacy settings on their favourite social or gaming apps. Check who can message them, tag them, or view posts. Show them how to block and report inappropriate content or users. If your child is comfortable, set up location sharing with a parent or trusted adult for reassurance during travel or social time, making it part of safety, not surveillance.


This term


  • Meet the school’s designated safeguarding lead; agree a quiet space and a named staff ally - Ask to meet the safeguarding lead or pastoral team to discuss your child’s emotional needs and any adoption-related sensitivities. Together, decide on a calm, predictable space your child can use when overwhelmed - and identify one trusted adult in school they can approach without fear of getting into trouble. This helps the child regulate safely before situations escalate.

  • Check in with your child’s health visitor, school nurse, or mental health support team if you have concerns about wellbeing, sleep, or concentration -These professionals can offer guidance, early assessment, or referrals for emotional or developmental support. Even a brief conversation can open doors to services such as CAMHS, occupational therapy, or counselling. Regular check-ins also model to your child that seeking help is normal and proactive, not a sign of weakness.

  • Draft (or update) your Adoption Support Fund application; request a holistic assessment -If you haven’t accessed the Adoption Support Fund recently, this term is a good time to review what’s in place. Request a comprehensive assessment that considers your child’s mental health, education, sensory profile, and family dynamics. A well-rounded plan gives a clearer picture of what therapeutic or practical support could help most - and prevents crises before they develop.


This year


  • Review contact plans and online contact safety scripts - take time to look over any existing arrangements for contact with birth family, both formal and informal. Ensure the plan still feels right for your child’s age, emotional state, and level of understanding. If your child has begun making or receiving contact through social media, talk together about how to manage this safely - what’s private, what’s shareable, and when to ask for help. Practise simple “safety scripts” they can use if a message feels uncomfortable, such as: “I need to check with my parents first,” or “I’m not ready to talk about that.” Review these regularly with your social worker or support network to keep contact safe, supported, and guided by your child’s needs rather than circumstance.

  • Join a parent community or adoption support group - exploitation preys on isolation; community is a protective factor.

  • Put one ‘belonging anchor’ in place that feels bigger than any peer group - something steady and positive that gives your child a sense of identity and connection beyond their friends. This could be a sports team, drama group, youth choir, Scouts or Guides, faith group, or volunteering project. The aim is to provide a consistent community with trusted adults and shared goals, helping your child feel part of something meaningful and stable even when friendships or school life change.


Key UK resources



Exploitation thrives where there is unmet need for safety, belonging, identity and hope. Adopted children are not defined by their early experiences; many soar when given the right scaffolding. The work is to understand which exposures raise which risks - and to build protective relationships, credible conversations and coordinated support around the child. When families, schools and services act together, vulnerability shrinks and possibilities grow.


Speak soon,


The Walk Together Team


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