Education Adviser, Emma Mudge, explores what current statistics tell us about knife crime, how it intersects with child criminal exploitation (CCE) and what DSLs can do in practice to safeguard children in both primary and secondary settings… 

Knife crime continues to be a significant safeguarding concern for children and young people across the UK and schools play a critical role in prevention, early identification and response.

Designated Safeguarding Leads (DSLs) must understand the evidence, the link with exploitation and the expectation in Keeping Children Safe in Education (KCSiE) 2025 that safeguarding responses are child-centred, proportionate and informed by context. 

What do the Statistics Tell Us? 

National youth justice data shows that in the year ending March 2024, there were just over 3,200 knife or offensive weapon offences committed by children (aged 10 to 17) resulting in cautions or sentences. This figure is 6% lower than the previous year but 20% higher than a decade ago. It also represents the sixth consecutive year-on-year decrease in this measure (Youth Justice Board Annual Statistics, 2025).  

Crucially, almost all of these offences (99.7%) were for possession of a knife or offensive weapon, with only 0.1% classified as threatening with a knife or offensive weapon. This stark difference highlights that for children involved in the youth justice system, possession without evidence of direct threatening behaviour is far more common than violence with intent.  

This does not diminish the risk posed by carrying knives. National crime data shows that, beyond youth justice figures, there were approximately 53,000 knife crime offences in England and Wales in the year ending March 2025, including assaults and robberies involving blades, and that 46% of homicides in the previous year were committed with sharp instruments (Knife Crime Statistics England and Wales, 2025).  

These statistics reinforce a key point: while most children are involved with possession rather than threatening conduct, the act of carrying a knife is a serious indicator of vulnerability, fear and potential escalation. DSLs must view any suspicion or evidence of knife possession as a safeguarding risk, not merely a disciplinary matter. 

Knife Crime and Child Criminal Exploitation 

KCSiE 2025 emphasises that children can be both victims and perpetrators of harm and that safeguarding responses must recognise contextual and extra-familial factors. Many children who carry knives do so as a response to perceived threats, fear of victimisation or pressure from peers or exploitative networks. 

Research has found that children who carry weapons are substantially more likely to have experienced violence and to have perpetrated violence themselves compared to their peers. For example, children who had carried weapons were much more likely to report violence in the past year and a third said they had been threatened with or by a weapon (Written Evidence Submitted to Parliament by the Youth Justice Board, May 2025) 

This aligns with the NSPCC’s definition of CCE, where children are groomed, coerced or manipulated into criminal activity that includes carrying weapons for someone else’s benefit. DSLs should recognise that the reasons children carry knives often relate to fear, trauma, marginalisation, peer pressure or exploitation, rather than simple delinquency.  

Who is Most Vulnerable? 

All children can be affected by knife violence, however as with all safeguarding concerns, it is essential for DSLs to identify those who are at an increased level of risk. The Youth Justice Board’s Knife Crime: Key Evidence and Insights highlights that children aged 10–17 are most commonly impacted, with those aged 15–17 particularly affected. The report also notes that Black children are disproportionately represented in the knife crime statistics. 

It is also recognised in the report that those children who have a history of safeguarding concerns (ACEs) and live in more deprived areas are more likely to carry knives. This may be due to the fear of becoming a victim if they live in an area with known gang violence or criminal activity, or it could also be to increase their social status within a peer group. 

Indicators of Concern 

KCSiE 2025 highlights that indicators should be considered cumulatively and within context. Potential signs linked to knife carrying or exploitation include: 

• Sudden changes in behaviour, attendance or engagement with learning 

• Increased anxiety, aggression or emotional dysregulation 

• New or older peer groups with risky associations 

• Secrecy around devices and online platforms 

• Unexplained money, gifts or possessions 

• Reports of threats, fear of going home or avoidance of certain places 

• Physical signs including injuries or possession of sharp objects 

As some of these indicators might initially seem as being low-level concerns, it is important that DSLs support staff to recognise patterns within them, rather than dismiss them as isolated behaviours. 

Responding through a Safeguarding Lens 

KCSiE 2025 makes clear that responses to harm or risk must be proportionate, evidence-informed and focused on the best interests of the child. Of course, any immediate safeguarding concerns that could put the child at risk of immediate harm should be acted upon without delay. 

The evidence supports early intervention approaches, with the majority of youth knife offences in the youth justice system leading to community sentences (around 61%) rather than immediate custody (around 7%) for those prosecuted (Youth Justice Board Annual Statistics, 2025). This demonstrates a preference within justice and safeguarding frameworks for diversion, support and rehabilitation where appropriate. 

Practical Actions for DSLs 

1) Strengthen Identification and Recording 

DSLs must ensure robust systems that capture patterns of concern over time. 

Actions for DSLs: 

• Review safeguarding logs regularly for emerging themes or clusters of concern 

• Identify pupils who are at an increased risk of harm from knife crime and exploitation 

• Record all incidents and suspicions of weapon possession or related social context 

• Use chronologies to track risk factors and identify escalation 

• Encourage staff to report concerns early, even where thresholds are unclear 

2) Use Early Help and Escalation Pathways 

Early Help is central to preventing harm and addressing underlying vulnerability, as emphasised in KCSiE 2025. 

Actions for DSLs: 

• Map local early help, youth justice and exploitation pathways and refresh understanding regularly 

• Initiate early help assessments when vulnerability is emerging 

• Escalate to children’s social care where there is significant risk, including exploitation concerns 

• Challenge decisions respectfully where thresholds are disputed 

3) Embed Contextual Safeguarding 

Harm often exists outside the home. DSLs must consider peer influences, local environments and online contexts. 

Actions for DSLs: 

• Share context-driven intelligence with safeguarding partners (e.g. hotspot areas or peer networks) 

• Contribute to multi-agency planning with a focus on extra-familial harm 

• Ensure risk assessments include journeys to and from school, digital environments and community spaces 

4) Work Proactively with Families 

Families can be key to reducing risk but they may also be unaware or fearful. 

Actions for DSLs: 

• Engage families early with a supportive, non-judgemental approach 

• Share concerns clearly while keeping the child’s safety as the priority 

• Signpost families to local support services including Early Help, youth provision and community safety programmes 

5) Build Staff Confidence and Consistency 

Effective safeguarding requires whole-school awareness and consistent practice. 

Actions for DSLs: 

• Provide training on exploitation, serious violence and contextual safeguarding 

• Clarify expectations from KCSiE 2025 around information sharing and risk assessment 

• Offer guidance on what to do if a child discloses concerns about carrying knives or exploitation 

Supporting DSLs and the Wider Safeguarding Team 

Work in this area is challenging and emotionally demanding. DSLs should be supported with structured supervision, time to fulfil their role and access to professional networks. KCSiE 2025 emphasises the importance of reflective practice and professional judgement and DSLs should be encouraged to use both. 

Senior leadership teams must ensure that safeguarding practice is adequately resourced and that DSLs are not isolated in their role. Collaboration with safeguarding partners, youth services and statutory agencies is vital. 

Final thoughts 

Knife crime committed by children is a safeguarding issue deeply tied to vulnerability, fear and exploitation. National statistics show that while violent intent offences are rare compared to possession, the act of carrying a knife signals significant concerns that warrant early, sensitive and multi-agency responses. 

For DSLs in primary and secondary schools, success lies in noticing early, responding quickly using evidence and guidance from KCSiE 2025, and working collaboratively with families and partners to reduce harm.  

There are no easy solutions, but schools, supported by strong leadership and safeguarding systems, are central to keeping children safe. 

If any of this has got you thinking and you’d like more support or advice, our expert RSHE and Safeguarding Advisers can help. Contact us on safeguarding@servicesforeducation.co.uk for more information. 

If you found this blog useful, you may also be interested in reading the following blogs:

 Update for Existing DSLs on Safeguarding and Child Protection

Our Update for Existing DSLs on Safeguarding and Child Protection course is designed for existing Designated Safeguarding Leads (DSLs) and Deputy DSLs who have previously attended the two-day DSL training course and require update training in line with the requirement set out in Keeping Children Safe in Education.

As a member of SFE’s Safeguarding Subscription, your school is entitled to 2 x 20% discount coupons on (separate) Update for Existing DSLs on Safeguarding and Child Protection places. Don’t forget to use them when checking out.

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  About the Author

Emma Mudge - Adviser, Services For Education

Emma has more than 20 years' experience in primary education and has worked in a variety of roles including Assistant Head Teacher, Deputy Head Teacher, and Acting Head Teacher - working at the forefront of school leadership and improvement for the majority of her career.  

Emma now works as the Educational Adviser for English sharing her experience and knowledge to continually promote and improve the standard of teaching and learning in English, and in school improvement overall. Supporting schools with the accuracy of their KS1 and KS2 writing assessments is an important part of her role, using her expertise as a member for the moderation team to inform, train and support teachers and school leaders. 

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and the NPQSL, where she proudly supports the development of our aspiring leaders in the city.