Serious youth violence research programme
Explores how systems of support may protect young people from, or expose them to, involvement in serious youth violence.
Applies to England
Documents
Details
These reports are from the serious violence research programme, which is co-led by the Department for Education and Youth Endowment Fund.
The programme aims to better understand how systems of support may protect young people from, or expose them to, involvement in serious youth violence.
‘Schools’ response to knife crime in schools’ explores the strategies and policies that schools have implemented in response to serious youth violence and knife crime, as well as how equipped and supported school staff feel in safeguarding vulnerable children.
‘The role of services in children’s identity formation, and how this influences children’s involvement in violence in England’ explores how children and young people’s experiences and interactions with services and systems of support can positively or negatively influence their identity formation and sense of self, and if and how this in turn can influence their vulnerability to violence and offending.
‘The role of systems of support in serious youth violence: evidence and gaps’ collates evidence and insight on vulnerability to serious violence and the role the system plays.
‘Serious violence foundational system mapping’ considers how the current system is perceived to work.
The key worker study explores the role of key workers in supporting children and young people who have experienced serious youth violence.
A systems evidence and gap map, which highlights where relevant research is available, is also available on the Youth Endowment Fund website.
Updates to this page
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Added the reports 'Schools' response to knife crime in schools' and 'The role of services in children’s identity formation, and how this influences children’s involvement in violence in England'.
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Added ‘The role of key workers in supporting children and young people with experience of serious youth violence’.
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First published.