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Permanent exclusion is almost always framed as a school management decision. A last resort. A response to behaviour that has exhausted every other option. What it rarely gets framed as, despite the evidence, is a safeguarding event. That framing matters because how a school, a local authority, or a multi-agency partnership understands exclusion shapes what they do next. And what happens next — or fails to happen — determines whether a young person recovers or deteriorate

You don't have to throw a punch to be convicted of murder. You don't have to carry a weapon. Under joint enterprise, you don't even have to intend for anyone to get hurt. You just have to have been there — and a jury decide that you could have seen it coming. Many young people in this country have never heard of this. Most find out for the first time in a courtroom.

The Metropolitan Police recorded the highest rate of knife offences of any force in England and Wales — 182 offences per 100,000 population in 2024/25. For schools in London, this is not an abstract national statistic. It is the context their students are living in.

While gang crime isn't a new challenge for schools, the nature of it has changed. The gap between how schools are equipped to respond, and what is actually happening on the ground has widened. Understanding that gap is the starting point for doing things more effectively.

For decades, schools have been trying to deter young people from crime using shock videos, police visits, and assemblies built around worst-case statistics. The understandable instinct behind these approaches is that if young people truly understood the consequences, they would make different choices? The evidence says otherwise. And understanding why is the key to doing something that actually works.

Many schools in England have county lines on their radar. But knowing the term and knowing what to look for are two very different things. The gap between them is where young people get missed.

Mentoring young people is a powerful way to support their growth and development. But not all mentoring is the same. When mentors bring real-life experience and authenticity to their role, the impact can be profound.

The transition from primary to secondary school is one of the most significant moments in a young person’s educational journey. For many students, moving to Year 7 means navigating new environments, new peers, and more complex academic expectations. Without structured support, this period can trigger anxiety, disengagement, or behavioural challenges.

Supporting young people as they grow and face challenges is a vital task requiring more than just good intentions. It demands trusted guidance and meaningful connections. This is where credible messengers play an essential role