Safety and cohesion Graham Robb

Plus ca change

Young people in the system by age

Young people are the main victims of anti social behaviour MORI YJB 2005 %

Risk factors Protective Factors Schools : Risk and Protective factors for Youth Crime. DfES research report 623 2005 : Prior and Paris Risk factors Protective Factors Low achievement (esp. late KS2) Alienation from and lack of commitment to schools (some possible link of commitment, truancy and delinquency) Schools which integrate children well as citizens and enable a sense of achievement School organisation which promotes punitive relationships and limits praise High quality teaching and organisation. Effective whole school behaviour inc. anti – bullying

Education indicators of young offenders compared with the general young population

Social and emotional aspects of learning 5 Slide 1.6

Preventing Violent Extremism The role of schools

Paul and Davinia

http://www.teachernet.gov.uk/wholeschool/violentextremism/

Learning together to be safe In preventing violent extremism schools leaders need to: uphold a clear ethos promote the core values of a democratic society build staff understanding of their roles and confidence in their skills deepen engagement with the communities the school serves work in partnerships.

targeted activities related to preventing violent extremism Universal actions promote ECM outcomes, community cohesion, equalities and wellbeing implement effective anti-bullying policies focus on narrowing the attainment gap for all groups promote pupils’ wider skill development in teaching and learning, e.g. SEAL encourage active citizenship and pupil voice links with families and local communities, including through extended schools use curriculum to challenge extremist narratives allow space for debate and increase staff confidence in discussing controversial issues understand local issues and tensions with help from local authority and police develop network of community contacts and links with mentors and role models provide effective pupil support processes raise staff awareness on key issues form good links with police and other partners to share information access external support from statutory or voluntary organisations Support to individuals