Advice for parents and carers on gangs

Secondary

An advice booklet for parents and carers to help them identify and respond if their children are affected by gangs. 

This booklet provides tips and advice for parents and carers about why children may join a gang and raises awareness of the signs to look out for. It also covers the law, what parents and carers can do to help prevent children being involved in gangs and where to seek support if needed.

Using this resource

This resource is designed for:

  • parents and carers

Curriculum links

England - RSHE

Mental health and wellbeing

By the end of secondary school pupils should know:

• how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.

Respectful relationships, including friendships

By the end of secondary school pupils should know:

• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people’s beliefs

Northern Ireland – Learning for Life and Work

Personal Health

KS3 pupils should have opportunity to:

• Develop strategies to promote personal safety

Diversity & Inclusion

KS3 pupils should have opportunity to:

• Investigate ways of managing conflict and promoting community relations, reconciliation.

Scotland – Health and Wellbeing

Mental and emotional wellbeing

• I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

• I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

Physical wellbeing

• I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. 

Wales - Health and Wellbeing

How we process and respond to our experiences affects our mental health and emotional wellbeing:

Progression step 3:

• I can ask for help when I need it from people I trust.

Progression step 4:

• I can identify people and groups who can help me with my mental health and emotional well-being.

Progression step 5:

• I can identify when to seek help based on a good understanding of my mental health and emotional well-being. 

Our decision making impacts on the quality of our lives and the lives of others:

Progression step 3:

• I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.

• I can understand that decisions can be made individually and collectively, and that they can be influenced by a range of factors.

Progression step 4:

• I can consider relevant factors and implications when making decisions individually and collectively.

Progression step 5:

• I can critically evaluate factors and implications, including risks, when making decisions individually and collectively.

How we engage with social influences shapes who we are and affects our lives and wellbeing:

Progression step 3:

• I can interact pro-socially in different groups and situations.

• I have developed an understanding that my values, attitudes and identity are shaped by different groups and influences.

Progression step 4:

• I can interact pro-socially in different groups and situations, adapting my behaviours accordingly.

• I can evaluate how my values, attitudes and identity are shaped by the groups and social influences with which I interact.

Progression step 5:

• I have an understanding of the complexities of groups and situations, the interactions that take place within and between them, and their effect on those exposed to them.

• I can interact pro-socially in different groups and situations, and actively advocate for other individuals and groups.  

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