The Evidence: What Works and What Doesn't
✓ Works
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Narrative and consequence, real stories about real people
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Peer influence framing, most young people don't carry
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Concrete responses they can actually use in the moment
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Alternative identity, a reason not to carry beyond fear
✗ Backfires
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Graphic images, crime scene photos, replica props
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Shock statistics led with before building rapport
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Dwelling on the "lifestyle" of knife crime
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Singling out pupils by area, ethnicity or year
Age-by-Age Guidance
KS3 · Y7 to 9 · 11 to 14
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Peer pressure + the "holding" ask
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What to say when asked to carry
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Most young people don't carry
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Keep to 20 to 25 min max
KS4 · Y10 to 11 · 14 to 16
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"It's not mine" is not a defence
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Carrying increases your risk of being stabbed
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Who actually ends up in prison
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25 to 30 min, take more questions
Sixth Form · 16 to 18
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Bystander intervention focus
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Systemic framing, what drives it
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Treat as near-adults with agency
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30 min + open Q&A
The Four-Stage Framework
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1. Open with a question or scenario
. Not stats. "If your best friend asked you to hold their bag and you found something unexpected, what would you do?"
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2. One core message:
pick one and return to it. "Carrying a knife doesn't protect you. It makes you a target." (Research-backed: carriers are more likely to be stabbed.)
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3. Handle difficult questions in advance.
See reverse for prepared responses.
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4. Close with one concrete action.
Text Crimestoppers on
60300
. Anonymous. You could save someone's life.
Difficult Questions: Prepared Responses
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"What should I do if my friend has a knife?"
You don't have to confront them. Tell Crimestoppers on
0800 555 111
. It's anonymous. You're not grassing; you might be the only person who can save them.
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"My area is dangerous. What am I supposed to do?"
Validate first. That's real and I won't pretend it isn't. Tell your DSL or me. But carrying won't make it safer. It exposes you.
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"My brother carries."
That's not what today is about. If you want to talk after, I'll be here. Flag to DSL after session.
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"The police don't care about our area."
Don't get defensive. "I hear that. I'm here because I do. What would you want us to do differently?"
After Every Session
Give the DSL a written note:
date · year group · number of pupils · anything observed that warrants follow-up.
This protects you and builds the safeguarding record.