Cutting Youth Crime. Changing Young Lives. What does this White Paper mean for schools?

The White Paper Cutting Youth Crime. Changing Young Lives was released on 18th May 2026. It is the youth justice system reform and delivery plan published by the Deputy Prime Minister David Lammy providing a blueprint for earlier intervention, more targeted support, and tackling the root causes of youth crime. The long-term aim is to create safer communities and fewer victims and perpetrators of youth crime.

He stated that many of the children in the justice system have been known to services long before they committed any crimes. “Their lives have often been shaped by instability, trauma and neglect – the kind of childhood most of us could barely imagine”. These children would inevitably be in our schools, and it is important that we look at how school staff can be aware of these pupils in order to support and safeguard those who are already in the youth justice system or at risk of becoming first time entrants.

This plan includes piloting new Youth Intervention Courts, uniting judges, youth justice services and specialist support to tackle the drivers of offending. They will also provide intensive supervision and tailored interventions, including health or educational requirements. Parents and carers will also face greater responsibility for children who commit crime or cause anti-social behaviour, recognising the vital role families play in reducing reoffending.

Lammy’s comments make clear that youth crime is underpinned by safeguarding issues, and so the DSL should have a central role in identifying young people early, working with families and coordinating interventions to help divert young people from entrapment and exploitation in criminality. One area in the Foreword to the report is particularly relevant to schools and colleges as the agency who arguably know most young people the best.

The paper explores in depth and through extensive research what poses the biggest risk to pupils, and these are summarised here:

The role that Digital technology and social media now play in young people’s lives. Many pupils are now regularly encountering harmful content online, including material that glorifies violence and criminality, normalises misogyny, or promotes distorted ideas about status and identity. These online pressures can transfer quickly into the real world, shaping their attitudes, behaviour and peer dynamics

The lasting effects of the COVID-19 pandemic. Long periods of isolation, disrupted education, and reduced access to services have left many pupils with setbacks in learning, social development and emotional resilience. In addition, for those already facing poverty, family instability or with special educational needs, the pandemic and its aftermath further exasperated already tricky home lives

The growing recognition of a mental health and wellbeing crisis among children and young people, with many experiencing challenges including anxiety, depression and the impacts of trauma, alongside greater awareness and identification of neurodiversity. These needs are placing significant and growing pressures on schools, families and services. Unmet needs can heighten vulnerability or compound existing risk factors, including exclusion from school, exploitation and violence

Exposure at an earlier age to serious violent crime including county lines, knife crime, Violence Against Women and Girls (VAWG), harmful sexual behaviour and terrorism in their daily lives, online and in the communities in which they live

While all of these factors above are not an excuse for offending, they are important considerations for schools when looking at how they can support and safeguard these pupils. Keeping these children and young people in school, college or training is key. It will ensure they have the skills, relationships and sense of belonging to function well in society, without offending. We know education is one of the strongest protective factors providing a safe space, enriching activities and trusted adults.

Curriculums play a critical role in shaping attitudes and behaviours of pupils. The government states that work will commence across schools and education settings to help build a future in which misogynistic attitudes and harmful content are challenged and where young people are supported to form safe, respectful relationships.

This is not easy. Schools and colleges have a duty provide a safe and nurturing environment for all their students, and sometimes these young people can communicate the impact of their trauma through disruption, avoidance or offences. Key to interventions will be relationship and authority. This will support creating the holding, safe environment that will encourage these students to sustain their education in a place where they feel valued and worthwhile.

Education staff and DSLs play a key role in recognising that children involved in crime may also be vulnerable to exploitation, trauma, or unmet needs. This could be:

Recognising signs of Child Criminal Exploitation (CCE), including changes in behaviour, peer groups, missing episodes, or unexplained possessions. Schools could ensure these issues are addressed and talked about during PSHE lessons and should also make use of agencies such as the police and local authority who can deliver workshops and talks to staff and students

Building trusted relationships through regular check-ins. Having specific staff members who are aware of what is happening and may have access to information such as risk assessment and custody passports can be really beneficial. This should be very much on a need-to-know basis as this is likely to contain sensitive information. Further support can be offered by planning carefully for reintegration following arrests, court involvement, alternative provision, or time in custody

Maintaining engagement in education and avoiding unnecessary exclusions where possible. Students are safest when they are in school and schools should try and develop individual strategies for pupils to remain in school or other education settings such as Alternative Provision or bespoke timetables

It is vital to remember that children involved in crime should be viewed as children first, with safeguarding responses focused on understanding their vulnerabilities, reducing risk, and promoting positive outcomes. The Children’s Wellbeing and Schools Act aims to address barriers to multi-agency working in England by introducing a new information sharing duty to provide a legal duty to share information to safeguard and promote the welfare of pupils. A single unique identifying number for each pupil in England will enable key information held across education, health, social care, youth justice and other partners to be linked more effectively.

The Every Child Achieving and Thriving School White Paper sets out an ambitious vision for earlier intervention, stronger multi-agency working and more inclusive practice. However, for many Headteachers and Designated Safeguarding Leads, the challenge is not understanding what needs to happen, but how to achieve it when external services are overstretched, thresholds are high and resources are limited. Despite these barriers, many schools have developed practical approaches that help reduce disengagement and support vulnerable pupils.

Examples include:

• Introducing daily check-ins and wellbeing monitoring for pupils at risk

• Creating nurture provision, safe spaces and sensory-regulation rooms; providing access to trusted adults through mentoring and key worker programmes

• Implementing flexible timetables and personalised learning pathways

• Offering free breakfast clubs, homework clubs and extracurricular activities that strengthen pupils’ sense of belonging

• Establishing attendance panels, family support teams, and early-help drop-in sessions for parents to address concerns before they escalate

• The use of restorative practice following incidents

• Student voice groups to ensure pupils feel heard, peer mentoring schemes, targeted transition support for vulnerable pupils moving between schools

Schools have also worked creatively with limited resources by co-locating services where possible, inviting community organisations into school, developing partnerships with local businesses and charities, and sharing expertise across school clusters to enhance support for children and families. An example of this could be football club charities such as Saints Foundation who work in high-need schools across Southampton to provide 1:1 mentoring support for those in the justice system or at risk of becoming first time entrants. By using the “power of badge”, young people who may not have previously engaged in mentoring make successful progress across programs that last 10-12 weeks. Schools should reach out to their local club to see what they can offer.

While these initiatives do not remove the need for specialist intervention, they can strengthen protective factors, improve attendance, reduce exclusion and help children remain engaged in education. Ultimately, schools play a vital role in creating safe, inclusive environments where children feel valued, supported and able to thrive. By combining inclusive practice with pragmatic and relationship-based interventions, schools can make a significant difference to outcomes, even within challenging circumstances.

The full White Paper can be accessed here: Cutting Youth Crime. Changing Young Lives.

About the author: Melissa Pollard is a Designated Safeguarding Lead with 20 years experience in education and children's mental health.