Across the UK, the presence of police officers in schools has become a point of significant debate. Many authorities introduced school-based officers to improve safety and community engagement.
Yet, increasing evidence shows these arrangements often appear in areas with ethnically diverse and economically disadvantaged populations, raising concerns about disproportionate policing and unintended harm to students.
Several boroughs are charting alternative paths:
- City of Hull has pioneered restorative approaches city-wide – absolute practices rooted in repairing harm and rebuilding trust across schools and public services. Hull’s early implementation of restorative justice at scale has made it known as the UK’s first “restorative city”
- In London, the Metropolitan Police dissolved the embedded Safer Schools Officer roles in May 2025. They replaced them with Designated Ward Officers – Children and Young People (DWO‑CYP), who operate within neighbourhood policing teams rather than being stationed in schools directly
- Through Oasis Charitable Trust, Oasis Restore in Kent stands as Britain’s first secure school. It emphasizes therapeutic education, supportive relationships, and rehabilitation over traditional custodial practices, offering a radically different model for youth in trouble
- South London’s Violence Reduction Unit (VRU) has embedded youth workers in hospitals and police stations. These practitioners help young people at critical moments, such as after injuries or arrests, by offering mentoring, emotional support, and pathways back into education or positive activities. Early results show high rates of reduced reoffending and improved wellbeing
As these examples illustrate, a shift is underway from policing to community-led, trauma-informed alternatives, such as mentoring, restorative practices, mental health support, and youth hubs. These boroughs are reimagining safety to be rooted in equity, trust, and relational support, offering promising blueprints for others to follow.
Summary Table
| Borough / Initiative | What they’re doing differently |
| Hull | City-wide restorative practices across schools and services |
| London (Met Police) | Replaced school-based officers with neighbourhood-focused roles |
| Kent – Oasis Restore | Therapeutic, education-led secure school model |
| South London VRU | Embeds youth workers in hospitals/police to support vulnerable youth |
This document explores the situation in Manchester, highlights key considerations for schools and governors, and presents alternative pathways that prioritise equity and student well-being.
Governor Briefing – Police in Schools
Why This Is Important
In Greater Manchester, 20 full-time Schools Engagement Officers are working alongside named police contacts for every school. But there’s growing concern about how this impacts certain groups, especially pupils from ethnically diverse and lower-income communities.
What’s Working Well
- Police are only brought in when a serious incident crosses a crime threshold.
- Officers focus on safeguarding, not handling day-to-day discipline.
- When schools report transparently, it helps keep trust strong.
What’s Raising Concerns
- Officers are more likely to be placed in schools serving marginalised communities.
- Some worry that minor misbehaviour could lead to serious consequences for pupils.
- National cases like Child Q show that safeguarding can break down, especially for Black children.
- Community trust in the system isn’t guaranteed and, once lost, it’s hard to rebuild.
Other Ways to Support Schools
- Invest in staff like youth workers, mentors, or school-based counsellors.
- Use restorative, trauma-informed approaches to deal with conflict.
- Teach safety and decision-making through the curriculum.
- Strengthen ties between schools, families, and community groups.
What Governors Can Do
- Review and question the agreements schools have with the police.
- Ask for detailed data, broken down by ethnicity and incident type.
- Make sure student and family perspectives are heard.
- Use Equality Impact Assessments to check for unintended harms.
Myth-Buster for Families – What You Should Know
Myth: Every school has to have a police officer.
Fact: That’s not true. It’s a local decision, not a legal rule.
Myth: Police in schools always reduce crime.
Fact: The results vary. Success depends on how officers work with the school community.
Myth: Only “problem schools” have officers.
Fact: Officers are more often placed in schools serving poorer or more diverse communities.
Myth: Police in schools are just there to advise.
Fact: They’re fully warranted officers with protective equipment.
Myth: It’s completely safe for all children.
Fact: Cases like Child Q have raised real concerns, particularly for Black students.
Staff Briefing – For Headteachers, Teachers, TAs, Caretakers, and Security
Why This Matters to You
If you work in a school, whether in the classroom, the corridors, or behind the scenes, you’ve likely seen the impact of having police officers present. It’s a complex issue. While the goal is to keep everyone safe, we need to ask how this affects the people at the heart of the school: our students and staff.
What to Be Aware Of
- Police presence varies across Greater Manchester but tends to focus on schools with more disadvantaged or diverse student populations.
- Officers are not staff, they’re fully operational police, and their role is different from that of educators or support workers.
- Safeguarding is key, but how we approach it matters just as much as who’s doing it.
How It Might Affect Your Work
- Headteachers may find themselves balancing community reassurance with growing concerns from families.
- Teachers and TAs may feel unclear about when to involve police or how that affects student trust.
- Caretakers and security staff might be the first to spot conflict, but not always trained to know how the police fit into school procedures.
Questions to Ask as a Team
- Are we confident about when police involvement is appropriate?
- Do all staff know the boundaries of the officer’s role?
- How are students reacting to the police presence?
- Are we offering other types of support, like counselling or mentoring, alongside this?
What You Can Do
- Speak up if you see confusion or concern among students or staff.
- Be part of conversations about how to make school feel safe without relying only on enforcement.
- Share feedback with leadership – what’s working, what isn’t, and what could be done differently.
The Bigger Picture
Schools are more than just places to learn – they’re part of a community. The decisions we make about safety and support can shape how students feel about authority, trust, and fairness for years to come. Whether you teach, assist, clean, repair, or keep watch, your voice and experience matter in shaping that culture.
Links
Hull – Restorative City (IIRP): https://www.iirp.edu/news/world-s-first-restorative-city-hull-uk-improves-outcomes-of-all-interventions-with-young-people-saves-resources
London VRU – Youth Workers in Custody (The Guardian): https://www.theguardian.com/uk-news/2025/jun/04/youth-workers-in-london-custody-centres-stop-90-reoffending-says-report
Met Police – Safer Schools Officer Restructure: https://www.met.police.uk/foi-ai/metropolitan-police/disclosure-2025/june-2025/current-safer-schools-officers-recent-restructuring