County lines criminal exploitation has placed thousands of young people at risk, with gangs deliberately targeting students to transport illegal drugs across regions.
This is not just a policing issue – it is a safeguarding crisis, and schools play a critical role in prevention and early intervention. Young people who feel disconnected from education – whether due to SEND needs, adverse childhood experiences, or exclusion – are at far greater risk of being drawn into county lines networks.
There is growing concern that exclusion policies and disengagement from school may unintentionally increase some students’ vulnerability. Gangs target those who feel isolated, offering a false sense of belonging and financial reward, often with devastating consequences.
While schools work hard to maintain safe and structured environments, the correlation between exclusions and county lines involvement raises an urgent question: are schools doing enough to keep students safe?
The Connection Between Exclusion and County Lines
Exclusions and persistent absences do not happen in isolation. For many students, these incidents put them in a vulnerable position, where the loss of school as a protective factor leaves them exposed to exploitation.
- Students excluded from school are significantly more at risk of county lines involvement. A study by the Children’s Rights Alliance for England found that children outside mainstream education are at the highest risk of criminal exploitation. Gangs deliberately target young people who have been excluded, knowing they are less supervised, less engaged, and more likely to be looking for alternative sources of stability and belonging.
- Behavioural challenges are often rooted in trauma, SEND, or unmet needs. Many students who struggle with behaviour are not being deliberately disruptive but are experiencing difficulties related to special educational needs (SEND), poverty, or adverse childhood experiences (ACEs). A lack of appropriate support from school can push young people further into unsafe environments.
- Gangs step in where schools and support networks disappear. If a student feels rejected or disconnected from education, gangs can fill that gap, offering money, status, and a sense of belonging.
This is not to say schools should tolerate disruptive or dangerous behaviour, but rather that a preventative, trauma-informed approach can help reduce exclusions and keep more students safe.
Signs a Student May Be at Risk of Exploitation
Teachers and school staff are in a unique position to notice changes in behaviour that could indicate a student is being exploited.
I spoke to exploitation and county lines specialist Sabrina Hewitt, who uses her lived experience to deliver training about supporting children who may be at risk of exploitation. She tells me that early invention is vital.
“Train staff to spot those subtle warning signs like unexplained absences, new possessions, or sudden behaviour changes. I’ve seen how these small changes can be the first indicators of exploitation.”
Spotting these signs early is key, but prevention goes beyond recognising symptoms. Sabrina says that schools should “create safe spaces where students feel comfortable speaking up. When I deliver training in schools, I emphasise that having a trusted adult to turn to can make all the difference.”
Sabrina Hewitt, County Lines Educator and Trauma Informed Practitioner
What Schools Can Do to Prevent County Lines Exploitation
Although it’s not always within their control, there are some key things schools should be doing to prevent more young people becoming involved in dangerous county lines gangs:
1. Rethinking Behaviour Policies and Exclusions
Rethinking how your school’s behaviour and exclusions policies are working is a crucial step in keeping children safe from exploitation and gang crime. Let’s take a look at the main approaches schools should focus on:
Review exclusion policies carefully
Are students being excluded for behaviours linked to unmet needs or trauma? Could an alternative intervention prevent exclusion?
There are trauma-informed alternatives that can help keep young people engaged in education, while addressing the underlying causes of their behaviour. Meeting young people where they are instead of placing unrealistic behaviour expectations on them is essential to building positive relationships with students, which can in turn improve their attendance.
Sabrina tells me that “when we exclude young people, we’re often unknowingly creating the perfect opportunity for exploiters. These young people suddenly have unstructured time on their hands – time that could be filled by those looking to exploit them.”
The impact of exclusion on young people goes beyond damaging their interest in school. “Exclusion often damages a young person’s self-worth,” Sabrina says. “From my lived experience, I know that feeling of being labelled as ‘problematic’ or ‘difficult.’ Exploiters are experts at spotting this vulnerability.”
Consider in-school alternatives
Rather than resorting to exclusion, schools can implement structured in-school alternatives that keep students engaged in education while addressing behavioural challenges.
Sabrina explains that exclusion means “young people lose their daily contact with trusted adults and safeguarding systems. Without these protective factors, they become more isolated and therefore more vulnerable.”
- Internal Behaviour Units (Inclusion Rooms): Instead of sending students home, schools can use supervised inclusion spaces where students can reflect on their behaviour, continue learning, and receive targeted support from pastoral teams or behaviour mentors. These spaces should be restorative rather than punitive, helping students reintegrate into lessons successfully.
- Alternative Provisions or Pupil Referral Units (PRUs): These provisions vary widely and may include on-site specialist support within the school or external APs, such as small-group learning hubs, vocational programmes, or therapeutic settings. The focus is on engagement, wellbeing, and providing a tailored curriculum to prevent disengagement and reduce the risk of exploitation.
- Mentoring and Key Worker Support: Assigning at-risk students a trusted adult mentor – whether a teacher, learning mentor, or external youth worker – helps build positive relationships and provides students with guidance, emotional support, and a reliable point of contact within school. Peer mentoring schemes can also help, pairing younger students with older role models to foster a sense of belonging.
Use trauma-informed approaches
Training staff in understanding behavioural triggers can help de-escalate situations and provide students with support rather than punishment.
- Restorative Approaches: Using restorative conversations, mediation, and reintegration plans to repair relationships and address behaviour constructively.
- In-School Support & Alternative Provisions: Providing internal inclusion units, small-group interventions, and tailored learning pathways to keep students engaged.
- Trauma-Informed Behaviour Plans: Implementing personalised support strategies, flexible timetables, and sensory spaces to help students regulate emotions.
- Mentoring & Mental Health Support: Offering key worker check-ins, peer mentoring, and access to wellbeing interventions such as counselling or therapeutic activities.
- Family & Multi-Agency Collaboration: Working with parents, social services, and external youth organisations to provide wraparound support and early intervention.
Make Life Kind Charity speaker and Child Criminal Exploitation consultant, Sosa Henkoma
Child Criminal Exploitation speaker and mentor Sosa Henkoma believes this approach is key to supporting young people. He tells me that “instead of labelling kids, schools should actually dig deeper to find the root cause and actually work with the child, making sure their voice is heard instead of assuming they know everything.”
As a survivor of exploitation, Sosa uses his lived experience to support young people, both through mentoring and by speaking in schools as a part of Make Life Kind Charity.
“I spread awareness by being the voice for the unheard, and mentoring young people who are exploited or at risk. I give them hope, showing them that their circumstances don’t define them, and with support they can achieve great things.”
2. Strengthening Early Intervention and Support
What does early intervention look like? There are a few things schools need to implement to protect young people from exploitation:
- Creating safe, trusted relationships. Students who feel they can talk to staff without fear of punishment are more likely to disclose concerns.
- Assigning key workers or mentors. Having a designated adult for at-risk students can provide consistency and prevent disengagement. Sabrina believes that “having a trusted adult to turn to can make all the difference.”
- Offering alternative pathways. Some students struggle in traditional classroom settings. Vocational courses, apprenticeships, or small-group learning can provide a sense of purpose and keep them engaged.
3. Educating Students, Staff, and Parents
Raising awareness of county lines and grooming tactics is essential in preventing recruitment.
- Incorporate county lines education into PSHE lessons. Teach students how gangs operate and how to seek help.
- Train staff to recognise the signs. Ensure all staff members, from teachers to pastoral teams, understand the risks and safeguarding processes.
- Engage parents and carers. Families need to know what to look out for and how to support their children if they suspect exploitation.
- Book a School Speaker. Our community charity, Make Life Kind, work with incredible school speakers, such as Sosa Henkoma, who use their lived experience to help young people make positive choices and understand the dangers of exploitation.
4. Building Stronger Community Partnerships
County lines cannot be tackled by schools alone – collaborating with local police, safeguarding teams, and charities is vital for the safety of young people.
- Work closely with local authorities to ensure at-risk students receive early intervention. If your Designated Safeguarding Lead has concerns about a child, the local police can escalate these concerns if necessary.
- Engage youth organisations and charities that offer early intervention programmes and exit strategies for young people who are caught up in exploitation.
Where Schools Can Get Additional Support
Several organisations provide training, resources, and direct support for schools tackling county lines:
- Salvation Army: 0300 3038151 (Available 24/7)
- Human Trafficking Foundation: 08000 121 700
- Catch22: Support services for at-risk youth.
Support for Staff and Students
Our partnership with Make Life Kind Charity supports student wellbeing, and their school speakers deliver powerful, relatable talks on county lines, gang culture, and staying safe. Each talk is designed and delivered to resonate with students from all backgrounds and areas, inspiring them to make positive choices and protect themselves from harm.
If you’re looking to train staff on these topics, our CPD courses from Milk Academy cover trauma-informed behaviour management, helping staff to respond effectively to at-risk students.
Preventing Exploitation Before It Starts
Excluding students does not always exclude the risk . In some cases, it increases it.
By rethinking exclusion policies, strengthening early intervention, and creating school environments where students feel supported, we can help disrupt the cycle of exploitation before it begins.
Every school has the power to change the trajectory of a young person’s life, and together, we can ensure fewer students are lost to county lines.