Beyond the badge
For police officers, understanding the communities they serve is paramount. Yet, truly grasping the concerns, experiences, and perspectives of young people can often feel like a complex puzzle. Traditional Q&A sessions or formal surveys may not always unlock the candid insights needed to build genuine trust and address issues like serious youth violence or negative perceptions of policing. It's time to look 'beyond the badge' and embrace more dynamic, child-centred approaches.
One powerful option is the creative workshop, specifically designed for the school environment. Imagine a session, not in a sterile interview room, but in a familiar school hall or drama studio – a space where young people already feel a degree of comfort. This isn't about interrogation; it's about interaction and expression.
Your voice, your safety: A blueprint for engagement
Envision a workshop model, perhaps titled 'Your voice, your safety', designed to run for approximately 90-120 minutes – fitting neatly into a double lesson period. The key to its success lies in its collaborative and creative nature.
Setting the stage for open dialogue
The environment itself speaks volumes. Instead of formal rows, picture tables arranged for group work, art supplies readily available, and perhaps even soft music playing as students arrive. The facilitation team is crucial: one or two approachable police officers, ideally in soft uniform to appear less intimidating, working alongside trusted youth workers or school pastoral staff. This partnership immediately signals that this is a different kind of conversation.
The session kicks off not with probing questions, but with an icebreaker designed to build rapport – something like 'Two truths, one hope (for our community)' allows everyone, officers included, to share a little of themselves and their positive aspirations. This simple activity begins to dismantle barriers and fosters a sense of shared purpose.
A clear introduction to the 'Young people's voice' initiative follows, with facilitators emphasising that the aim is to listen and understand, not to judge. Ground rules, co-created with the students – like respecting diverse opinions and listening to each other – empower them and set a tone of mutual respect.
Unlocking perspectives through creativity
The core of the workshop lies in its creative activities
1. Poster design – 'My community, my police'
The task: In small groups, students use art materials to visually represent their current perceptions of police and community safety ("How I see things now") and then their ideal vision ("How I'd like things to be").
Officer's role: Circulate, listen to the discussions within groups, and encourage expression without leading their ideas. This is a prime opportunity to observe and absorb unfiltered sentiments.
Why it works: This activity allows young people, who might be hesitant to verbalise criticism or complex feelings directly to an officer, to express themselves symbolically and collaboratively. It taps into different communication styles and can reveal nuanced perspectives on safety, trust, and desired interactions.
2. Role-playing scenarios – 'Walking in different shoes'
The task: Groups are given (or devise) simple scenarios involving police-youth interactions – perhaps a stop and search, an officer approaching a group, or a young person needing to report a crime. They act it out first as they perceive it might happen, and then as they wish it would happen.
Officer's role: Observe how students perceive police actions and how they envision positive resolutions. Participate in the debrief by asking open-ended questions about feelings, communication, and potential solutions demonstrated in the "ideal" scenarios.
Why it works: Role-playing moves beyond abstract discussion into practical application. It allows young people to explore power dynamics, communication challenges, and desired officer behaviours in a safe, hypothetical space. Officers gain invaluable insight into how their actions are interpreted and what changes in approach could lead to more positive outcomes.
Gathering and valuing the feedback
As the workshop draws to a close, the focus shifts to consolidating the insights. Groups can share key messages from their posters and role-plays, perhaps contributing to a collective 'Feedback wall'. This visual representation underscores the common themes and priorities.
The closing moments are critical. Officers should genuinely thank the students, reiterating that their contributions are valued and will be considered. Explaining, even briefly, the next steps – how this feedback might influence training or local policing strategies – demonstrates accountability and reinforces that their voices matter. A quick, informal "temperature check" on how the session felt provides immediate feedback on the workshop itself.
The benefits for policing
Why invest time and resources in such workshops? What' the point?
Authentic insights: Creative methods can bypass the guardedness young people might feel in more formal settings, leading to more honest and nuanced feedback.
Building trust: By engaging in a listening, non-judgmental capacity, and in a youth-friendly environment, officers can begin to break down negative stereotypes and build rapport.
Identifying solutions collaboratively: Young people often have practical and innovative ideas for improving community safety and police relations. These workshops provide a platform for those ideas to emerge.
Informing practice: The perspectives gained can directly inform officer training, communication strategies, and neighbourhood policing priorities, making them more responsive to youth needs.
Positive engagement: These sessions offer a positive, non-enforcement interaction, which can be a powerful tool in shaping young people's long-term perception of the police.
Implementing creative workshops like this within schools offers a proactive and constructive way to engage with young Londoners. It’s an investment in understanding, a commitment to listening, and a vital step towards building safer, more cohesive communities where young people feel heard, respected, and protected.
The following is a detailed example of what I have carried out in the past.
Workshop structure and activities
Introduction: Starting with a welcome and icebreaker to build rapport, create a relaxed atmosphere, introduce the theme in a gentle way.
ACTIVITY: ‘Two truths, one hope (for our community)’ – Each person (including officers and facilitators) shares two true things about themselves and one hope they have for their local community's safety or police relations.
- Questions: What are young people's initial thoughts on community? What are their positive aspirations?
- Introduction to ‘young people's voice’ or ‘voice of the child’ to reinforce the message that police role is to listen and understand, not to judge or take notes for enforcement (manage expectations that if a crime or safeguarding incident is disclosed the information will be given to the schools DSL). This is to set expectations, reassure students
- Explain why their voices are important, and how the session will work. Emphasise creative expression.
ACTIVITY: Poster design – ‘My community, my police’ to allow for expression of current feelings and future aspirations in a non-confrontational, creative way. It also captures a broad range of perceptions.
In small groups (4-5 students), students are given a large sheet of paper, coloured pens, magazines for collage, etc.
- Poster 1: ‘How I see things now.’ Students create a visual representation of their current perceptions of the police and safety in their community which could include drawings, words, symbols, or collages.
- Poster 2: ‘How I'd like things to be.’ Students design their ideal vision for police-youth relationships and community safety.
Police officer to circulate, encourage discussion within groups, clarify the task, but avoid leading their ideas.
Guiding Questions (for officers to prompt discussion within groups if needed, not as a formal Q&A):
- What words or images come to mind when you think about police in our area?
- What makes you feel safe or unsafe where you live or go to school?
- If you could change one thing about how police work with young people, what would it be?
- What would a really good relationship between young people and the police look like?
- What does a safe community look and feel like for young people?
ACTIVITY: Role-playing scenarios – ‘Walking in different shoes’ to explore perceptions of power dynamics, communication styles, and desired behaviours from both police and young people in common situations. This encourages empathy and problem-solving.
In small groups, hand out simple scenario cards (or develop their own based on themes from the poster activity). Examples:
- Scenario A: A young person sees a friend being unfairly questioned by a police officer. What do they do/say? How does the officer respond ideally?
- Scenario B: Police officers are called to a park where a large group of young people are hanging out, some being noisy. How do the young people react? How should the police approach the situation?
- Scenario C: A young person witnesses a crime but is afraid to report it. How could a police officer make them feel safe enough to come forward?
Groups briefly discuss and then act out their scenario twice:
- Version 1: How they think it might happen now (or a negative way it could happen).
- Version 2: How they would like it to happen (a positive or ideal interaction).
Police officer to ensure scenarios are handled sensitively, manage the time, encourage constructive portrayals, and facilitate a brief discussion after each set of role-plays.
Questions to guide them in the debrief after each role-play:
- (After version 1) What did you see happening there? How did that make people in the scenario feel?
- (After version 2) What was different in the second version? How did the changes impact the feelings and outcomes for everyone involved?
- What communication skills were important (or lacking) in these scenarios (from both police and young people)?
- What would help make these interactions better in real life?
- What powers do police have, and how should they use them fairly? (Can be linked to specific scenarios if appropriate).
ACTIVITY: Each group briefly shares 1-2 key messages from their posters and one key learning point from their role-play. These can be written on sticky notes and placed on a ‘Feedback Wall’.
Police officer to pull out common themes emerging on the Feedback Wall.
Questions: - Looking at all these ideas, what are the main things you want us (the police) to take away from today?
- If there was one message you could give to all police officers in London, what would it be?
- What's one thing young people can do to help improve safety or relationships with the police?
Wrap-up and next steps:Police officer thanks students for their honesty and creativity. Reassures them their feedback is valuable and will be used (explaining briefly how, e.g., ‘We'll share these ideas with other officers and look at how we can change our training/policy/guidance or the way we work in your area’). A teacher could explains how the school will follow up (if applicable) and remind students of support available in school if they want to discuss anything further.
Feedback: Quick ‘temperature check’ – e.g., thumbs up/middle/down on how the session felt, or one word to describe it.
Questions:
- Did you feel you could share your honest views today?
- What was the most useful part of this workshop for you?
- How would you like to hear about what happens next with your feedback?
I hope this helps you if you're looking for ways to understand policing issues for young people.