Child-centred policing from the perspectives of children

This Youth Endowment Fund (YEF)–commissioned study (September 2025–February 2026) examined how policing can be made more child-centred, focusing on the concepts of trust, trustworthiness and voice in children and young people’s encounters with the police. Led by Professor Debra Allnock (University of Bedfordshire) with collaborators at the University of Lancashire, the study employed a multi-phase, mixed-methods design, including a scoping review of existing research, qualitative fieldwork with 56 children and young people, an online survey with 64 participants, and consultations with operational and strategic policing professionals.

The research explored children’s experiences across a range of settings (including streets, custody, homes, schools and transport) and examined how interactional, procedural and relational factors shape perceptions of fairness, safety, and legitimacy. Particular attention was paid to the experiences of groups known to experience policing differently, including Black and racially minoritised children and young people, and those who are neurodivergent or have special educational needs and disabilities (SEND).

The study generated an empirically grounded framework of eight child- and youth-centred policing principles, alongside operational guidance for frontline practice. It also identified organisational and system-level conditions required to embed consistent child-centred practice across policing contexts, contributing to policy and practice development aligned with procedural justice and children’s rights.

This project asked children and young people what it’s really like when they interact with the police, and how those experiences could be improved.
Researchers interviewed and conducted group sessions with young people, collected survey responses, and then worked with police to turn young people’s ideas into practical changes. The study looked at different situations, like being stopped on the street, being at home when police attend, or being in custody.

Young people said that what matters most is how police behave: staying calm, explaining what’s happening in simple language, treating them fairly, and actually listening to what they say. They also highlighted that some groups, especially Black young people and those who are neurodivergent, often have more negative experiences and need better understanding and support.

The project developed eight simple principles to help police interact better with children, such as being clear, respectful, predictable, and following through on promises. It also shows that for these changes to happen consistently, police organisations need to support their staff with the right training and systems.

These will be published in early September 2026