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Pre-Visit Preparation
A poorly prepared school visit can cause harm as well as good — disclosures made in public, age-inappropriate content, or a student recognising that an officer is there "because of them." Preparation matters.
Confirm with the DSL before any visit
- Purpose of the visit — assembly, classroom session, welfare check, or investigation-related
- Year group and approximate class size — this affects content level and Q&A format
- Whether any pupils in the group are known victims of exploitation or recent trauma — content may need adjusting
- Whether any pupils have been identified as at risk and may disclose during the session
- Whether a teacher or DSL will be present throughout — they should be
- Agreed messaging: what the school has already delivered on this topic
Safeguarding Disclosure During Assembly
If a young person discloses during or after your session, do not attempt to manage this in a group setting. Excuse yourself and the young person appropriately. Ask the DSL to join. Apply the same trauma-informed approach as the cuckooing conversation scripts in Resource 03. Make a MASH referral if thresholds are met.
2
Standard 30-Minute Assembly Structure
0–3 min
Introduction — Who You Are and Why You're Here
Introduce yourself by first name. Explain your role briefly without using jargon. State the purpose of the session in plain terms: "I'm here to talk about some things that affect young people in our area — things I think it helps to understand before you encounter them." Avoid opening with crime statistics — this can create fear or disengagement before you've established connection.
3–8 min
The Core Topic — Keep it Focused
Cover one primary topic only. Overloading with multiple issues (drugs AND exploitation AND knife crime) dilutes all of them. Use real scenarios (anonymised) rather than abstract facts. "Imagine someone at your school was offered £50 to drop something off on the way home…" is more engaging than statistics about county lines.
8–18 min
Interactive Section — Ask, Don't Lecture
Use questions to lead. "What would you do if a friend told you they were being asked to carry something?" "Has anyone seen something online that didn't feel right?" A show of hands (anonymous) can help gauge the room. This section should feel like a conversation, not a talk. Move around the space if possible — standing still behind a podium creates distance.
18–25 min
What to Do — Specific, Actionable Steps
Always end with concrete actions, not vague "tell a trusted adult" messaging. Name specific resources: Childline (0800 1111), CEOP report button, their school DSL. Explain that telling police does not automatically mean their friend gets in trouble. Normalise the idea of getting help early.
25–30 min
Q&A and Close
Invite questions and leave space. Close by repeating the two or three most important points. Offer a card or leaflet with contact details. Thank the year group for engaging. Tell them your name again — if they remember one thing, make it that they can talk to someone.
3
Age-Banded Content Guidance
Years 7–9 (Ages 11–14) — Awareness and Recognition
- Focus: What exploitation looks like, how grooming starts, why it's never the young person's fault
- Use the language of "someone trying to get something from you" rather than "criminal network" or "organised crime"
- Explain the difference between a real friendship and a transactional one — gifts that come with expectations
- Knife crime: focus on the consequences of carrying — not just legal, but personal safety. "Carrying a knife makes you more likely to be stabbed, not less."
- Online: focus on what grooming looks like in DMs; the "too good to be true" online friend; taking screenshots if something feels wrong
- Avoid: explicit details of sexual exploitation; graphic descriptions of violence; detail that may traumatise victims in the room
Years 10–11 (Ages 14–16) — Understanding and Refusal
- Focus: Understanding county lines mechanics, consent and coercion, online exploitation including sextortion
- Can introduce the concept of debt bondage — "manufactured debts used to control" — at this age
- Discuss the "Modern Slavery Act" by name — explain that there is a law that specifically protects young people who have been forced to commit crimes
- Explore the difference between consent and coercion in relationships — relevant to both CCE and CSE
- Encourage peer-reporting culture: how to support a friend without becoming a target yourself
- Avoid: Naming or describing specific local gang names or drug operations in a way that normalises or glorifies them
Post-16 (Ages 16–18) — Agency, Rights, and Reporting
- Focus: Their rights as nearly-adult victims; how the NRM and statutory agencies work; digital evidence and reporting
- Can discuss police processes more frankly — what happens when you report, what to expect, how investigations work
- Address sextortion and image-based abuse with specific practical advice: preserving evidence, reporting to CEOP, blocking the offender
- Introduce bystander intervention — how to safely support a peer in an exploitative situation without putting yourself at risk
- Radicalisation and Prevent — appropriate for this age group; discuss how extremist narratives work online
4
Handling Difficult Q&A
- "Why do police never do anything about [local gang]?" — Acknowledge the frustration without undermining the force or colleagues. "That's a fair question. A lot of work goes on that you don't see because investigations are confidential. I hear you."
- "What if you report something and the person finds out?" — Be honest: "I won't pretend there's zero risk. But I can tell you that safeguarding agencies do everything they can to protect the identity of people who report. And the risk of not reporting is often higher."
- A question that suggests the student may be a victim: Respond neutrally in the group setting. Find a way to speak with the student afterwards with the DSL. Do not draw attention to them in the room.
- "My friend told me something. What should I do?" — This is a potential disclosure. Respond carefully: "That sounds important. Can you stay behind for a second so I can help you think through it?" Alert the DSL before the student leaves the room.