New research from the University of Surrey has cast a critical light on the role of police officers stationed in schools, particularly in handling cases of harmful sexual behaviour (HSB) among young people. The study, recently published in the journal Children & Society, delves into the complex and often conflicting dynamics at play when law enforcement intersects with educational environments and safeguarding practices. The findings raise profound concerns about the unintended consequences of policing strategies in these delicate contexts, highlighting how girls and other young people affected by sexual harm may be especially vulnerable to negative outcomes.
The research employs an observational methodology, drawing on extensive interviews with a diverse group of stakeholders, including police officers, school personnel, service providers, and young people themselves. This qualitative approach allowed the researchers to capture nuanced perspectives and situational realities that often remain obscured in more quantitative analyses. Central to the study is the exploration of relationship-based policing—tactics wherein officers engage informally with students, aiming to build trust and facilitate protective disclosures. However, these seemingly benign interactions frequently harbor dual objectives that complicate their efficacy.
A core revelation from the study is that many interactions between officers and students, while framed as supportive, simultaneously serve as channels for intelligence-gathering and surveillance. Officers regularly engage in casual conversations in corridors or playgrounds, gathering information about peer networks, risk factors, and potential incidents. One officer notably described these exchanges as a “goldmine” of intelligence, underscoring how the boundaries between trust-building and investigative work can become blurred. This duality risks undermining the foundational trust necessary for genuine safeguarding.
Professor Emily Setty, an Associate Professor in Criminology at the University of Surrey and co-author of the study, highlights the inherent tensions in this approach. She notes that young people often grow skeptical of these informal conversations when they realize such dialogues may lead to formal interventions or enforcement actions. This skepticism not only discourages future openness but may inadvertently intensify vulnerabilities by delaying early identification and response to sexual harm. The erosion of trust also contradicts the principles of transparency and relational integrity vital to healthy developmental environments.
Especially concerning is the impact of police presence on young women and others who have experienced sexual harm. The study reveals that for these groups, the presence of officers can exacerbate feelings of discomfort and fear, particularly the fear of punitive measures rather than receiving empathetic care. This dynamic calls into question the efficacy of relationship-based policing strategies that risk appearing as instruments of control rather than genuine supportive systems. When policing is perceived predominantly through a punitive lens, its credibility in safeguarding is compromised.
The institutional challenges described in the study further complicate the landscape. Officers grappling with the blurred lines between support and enforcement face difficulties in applying legal categories to the messy realities of young people’s behaviours, particularly in areas like image-based abuse or consensual underage relationships. The legal framework often lacks the nuance to reflect these complex social interactions, leading to confusion, delays in legal processes, and critical gaps in appropriate responses. Consequently, victims may feel neglected while perpetrators lack access to rehabilitative resources.
The research underscores that these challenges create a dichotomy whereby safeguarding imperatives often clash with criminal justice outcomes. The focus on gathering intelligence can overshadow the protective and educational needs of young people, distorting the primary aim of preventing harm and fostering healthy sexual development. This misalignment reflects a broader systemic issue within the policing of schools, where resource constraints and procedural ambiguities hinder the delivery of effective and compassionate responses.
In light of these findings, the study advocates for a significant reorientation of policing practices within educational settings. Moving away from punitive deterrence models, the authors argue for a framework centered on supporting young people’s sexual development, rights, and educational needs. Police officers could play a more constructive role by facilitating workshops on relationships and consent, providing safe environments for disclosure without fear of punishment, and linking young people to specialized support agencies. Such an approach emphasizes empowerment rather than control.
Additionally, the research calls for schools themselves to foster environments prioritizing trust and holistic safeguarding rather than mere discipline and behavioural regulation. Developing these supportive contexts requires collaborative efforts among educators, police, service providers, and young people to create systems that genuinely reflect the lived realities of those affected by HSB. Embedding these relational values into school cultures could shift the paradigm towards more effective prevention and intervention strategies.
The findings challenge policymakers, educators, and law enforcement agencies to reconsider how best to balance care and control within school settings. They highlight the necessity of training officers to recognize the complex emotional and social dimensions of harmful sexual behaviour and to resist defaulting to surveillance mechanisms that may inadvertently perpetuate harm. Recognizing and respecting young people’s rights and needs must be fundamental guiding principles in any safeguarding strategy.
This urgent call for reform goes beyond policing tactics to touch on broader issues of youth sexual rights and education. It stresses the importance of creating avenues where young people can safely explore and understand sexual health and relationships without fear of surveillance or punitive repercussions. Embracing a more rights-based and supportive ethos could have transformative implications for reducing harm and fostering healthier developmental outcomes.
The University of Surrey’s study thus contributes a vital and timely perspective to ongoing debates about the role of law enforcement in schools. It reveals that well-intentioned policing strategies that fail to adequately separate care from control risk damaging the very trust and openness that are essential to effective safeguarding. As schools continue to navigate their responsibilities amidst complexities of legal and social realities, this research serves as a compelling evidence base for reimagining protective interventions with young people’s best interests at their core.
In summary, the policing of harmful sexual behaviour in schools is fraught with challenges that demand a sensitive and nuanced approach. The dual roles of officers as both supportive figures and agents of enforcement create conflicts that can undermine trust, especially for vulnerable youth. By shifting towards models emphasizing education, empowerment, and holistic safeguarding, schools and police can collaboratively foster safer, more supportive environments for all young people to thrive free from harm.
Subject of Research: People
Article Title: Surveillance or Support? Policing Harmful Sexual Behaviour Among Young People in Schools
News Publication Date: 27-Mar-2025
Web References:
References:
Setty, E., et al. (2025). Surveillance or Support? Policing Harmful Sexual Behaviour Among Young People in Schools. Children & Society. DOI: 10.1111/chso.12960
Keywords: Police, Children, Young people, Sex education
