Lesson Overview
| Duration | 75 minutes |
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| Key Stage | College (Post-16) |
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| Subject Links | PSHE, Health & Social Care, Public Services, Criminology |
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| Resources Needed | Pupil handouts, Quiz, Presentation slides |
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Learning Objectives
- Analyse the systemic and socioeconomic factors that drive knife crime
- Evaluate the effectiveness of current deterrence and intervention strategies
- Understand the full spectrum of harm — physical, psychological, and community-level
- Apply bystander intervention theory to real-world scenarios
- Identify professional and civic responsibilities in relation to knife crime
Key Information
- 20,771 knife and offensive weapon offences processed by the CJS in the year ending September 2025
- A 21.5% rise over the previous decade despite various government interventions
- Hospital admissions for knife wounds in under-25s increased 12% year-on-year
- The public health approach to violence, pioneered in Scotland, reduced knife crime by 60% in Glasgow over a decade
- Bereaved families are 4.5x more likely to experience long-term mental health conditions
- Each serious knife injury costs the NHS an estimated £27,000 — fatal incidents cost significantly more
Legal Framework
- Offensive Weapons Act 2019 — extended prohibitions and mandatory minimum sentences for repeat offences
- Section 38 Crime and Disorder Act 1998 — local authority duty to address youth violence
- Children Act 1989 / 2004 — duty to safeguard and promote welfare where exploitation is identified
- Serious Violence Duty (Police, Crime, Sentencing and Courts Act 2022) — requires education, health, and local authorities to collaborate on prevention
- Pre-charge diversion and deferred prosecution schemes — increasingly used for first-time, non-violent possession
Lesson Plan
10 mins Opening Discussion
Present a real (anonymised) case study of a fatal stabbing. Participants discuss: what factors were present beforehand that might have been identified and acted upon?
15 mins Systemic Analysis
Small group activity: map the pathway to knife carrying across four dimensions — economic, social, psychological, and environmental. Present findings to the group.
10 mins The Public Health Model
Present the Glasgow Violence Reduction Unit model. Discuss how treating violence as a public health problem, rather than purely a criminal justice one, changed outcomes.
15 mins Victim and Family Impact
Hear or read an account from a bereaved family (video/text). Structured reflection: what were the immediate consequences? What were the long-term consequences? What systemic failures allowed this to happen?
10 mins Bystander Responsibility
Theory and practice: the bystander effect, diffusion of responsibility, and practical techniques for safe intervention — direct, distract, delegate.
10 mins Professional Responsibilities
For those entering education, health, social care, or law enforcement: what are your statutory duties under the Serious Violence Duty? How does early identification prevent harm?
10 mins Action Planning
Individual or pairs: identify one thing they will do differently, one thing they will advocate for, and one resource they will share.
⚠️ Safeguarding Considerations
- College-age students may have direct, recent experience of knife violence — as victim, witness, or perpetrator
- Be aware of participants who may currently be subject to exploitation or coercion
- If a participant discloses they are being threatened or coerced, treat as a safeguarding matter — college DSL procedures apply regardless of age
- This session may prompt strong emotional responses, particularly to victim impact content — have pastoral support available
- Some participants may have lost friends or family members to knife crime — check in before and after the session
If a pupil makes a disclosure during this session, follow your school's safeguarding procedures and refer to your DSL immediately.
Key Messages
- Knife crime is a public health issue as much as a criminal justice one — systemic change saves more lives than enforcement alone
- Every person has a role as a bystander — safe intervention can prevent escalation
- The consequences extend far beyond the immediate incident: to families, communities, and the NHS
- Professional and civic responsibility under the Serious Violence Duty applies across education, health, and local authority roles
- Early identification of vulnerability is the most effective form of prevention
Support Resources
| Organisation | Contact | Purpose |
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| Childline | 0800 1111 | 24/7 support for young people |
| Crimestoppers | 0800 555 111 | 100% anonymous reporting |
| CEOP | ceop.police.uk | Report online exploitation |
| NSPCC | 0808 800 5000 | Child protection advice |
| Emergency | 999 | Immediate danger |