The Evidence: What Works and What Doesn't
✓ Works
- Narrative and consequence — real stories about real people
- Peer influence framing — most young people don't carry
- Concrete responses they can actually use in the moment
- Alternative identity — a reason not to carry beyond fear
✗ Backfires
- Graphic images, crime scene photos, replica props
- Shock statistics led with before building rapport
- Dwelling on the "lifestyle" of knife crime
- Singling out pupils by area, ethnicity or year
Age-by-Age Guidance
KS3 · Y7–9 · 11–14
- Peer pressure + the "holding" ask
- What to say when asked to carry
- Most young people don't carry
- Keep to 20–25 min max
KS4 · Y10–11 · 14–16
- "It's not mine" is not a defence
- Carrying increases your risk of being stabbed
- Who actually ends up in prison
- 25–30 min, take more questions
Sixth Form · 16–18
- Bystander intervention focus
- Systemic framing — what drives it
- Treat as near-adults with agency
- 30 min + open Q&A
The Four-Stage Framework
- 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?"
- 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.)
- 3. Handle difficult questions in advance — see reverse for prepared responses
- 4. Close with one concrete action — "Text Crimestoppers on 60300. Anonymous. You could save someone's life."
Difficult Questions — Prepared Responses
- "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."
- "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."
- "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.
- "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.