Guidance

Understanding serious violence in education

Published 22 October 2026

Applies to England

National evidence shows that, in 2025:

• nearly 1 in 5 teenagers (18%) reported being a victim of violence
• half (50%) had witnessed violence being committed against someone else

In December 2024, 70% of teachers in English primary and secondary schools reported incidents of physical assault between pupils during the previous term.

The information in this page is drawn from Keeping children safe in education (KCSIE) and the Youth Endowment Fund (YEF) education practice guidance.

Serious violence is considered a form of harm outside the home. It requires a child‑centred response. Children involved in violence may also be victims themselves.

Forms of serious violence in education settings

Serious violence in schools and colleges can present in different ways depending on:

• age
• peer dynamics
• local context

Common forms of violence seen in education settings include:

• physical assault, including hitting, kicking, pushing or other deliberate physical acts intended to cause harm to another person
• weapon possession or use, including knives or improvised weapons
• group‑based violence, such as conflicts between peer groups or cycles of retaliation
• exploitation‑related harm, including risks connected to county lines exploitation
• transit‑related incidents particularly on routes to and from school
• online escalation where conflict originating in digital spaces leads to physical confrontations

Understanding risk

Understanding risk involves recognising the early signs that may suggest a pupil is vulnerable to serious violence, as well as the contexts in which harm is more likely to occur.

Risk indicators

KCSIE Annex A identifies a range of indicators which may signal children are at risk from, or are involved in, serious violence and criminal exploitation.

These include:

• increased absence from school or college
• a change in friendships or relationships with older individuals or groups
• a significant decline in educational performance
• signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries
• unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation

The likelihood of involvement in serious violence may be influenced by a combination of individual, family and contextual factors. These factors should be considered together and should not be used to make assumptions about an individual child.

Risk factors may include:

• having been suspended, spent time in alternative provision (AP) or been permanently excluded from school
• having experienced child maltreatment, domestic abuse, or absent or inconsistent parenting
• having been involved in offending, such as theft or robbery
• being male
• being looked after by a local authority, for example while living with foster carers or in residential care
• having used drugs or alcohol in early adolescence
• having previously been a victim of violence
• having previously perpetrated violence
• being affected by criminal exploitation, or harmful peer influences 
• living in an area affected by deprivation, violence or high levels of crime 

Children may experience risk differently. For example, girls’ experiences of violence and exploitation may be less visible, when it occurs through coercion or abuse within relationships.

Protective factors

Protective factors that can help reduce a child’s vulnerability to involvement in serious violence may include:

• positive and consistent engagement from parents, carers or other family members 
• trusted relationships with adults 
• sustained engagement in education 
• strong peer and community connections 
• timely and effective support for special educational needs and disabilities (SEND), learning needs and other additional needs

These indicators should be considered collectively. Patterns over time often provide the clearest picture.

Times, places and situations where violence occurs

Recommendation 4 of the YEF education practice guidance highlights the importance of understanding where, when and how violence occurs in a school community.

Useful approaches include:

• identifying locations and times where pupils feel less safe
• speaking with pupils and staff about hotspots or points of tension
• using insight from safeguarding partners, such as the police, local authorities, health partners, and wider partners such as youth services
• reviewing supervision and key transition points where risk may increase

This supports proportionate planning and targeted prevention.

Schools should try to be alert to when children might be at highest risk around the school day (for example, immediately after school). The ‘Be aware of incidents occurring outside school’ section in Responding to violent incidents contains more information.