Welcome to S.A.F.E. - Shaping Active Futures for Empowerment

Piloting SAFE in Schools

For the past year, I have been eager to introduce SAFE into a school setting—to pilot the programme and give Black children a voice. Over the last two weeks I had the privilege of making this a reality, delivering two sessions at a school in Birmingham, speaking with some incredible young people, aged 11-12. The experience was eye-opening.

Session 1: Laying the Foundation

In the first session, we focused on acknowledging feelings and building trust. Creating a space where young people felt comfortable sharing their views on policing, safety, and identity was a key objective.

The overwhelming response was that these young people did not feel safe around the police. Their reasons varied—describing the police as too hostile, aggressive, and judgmental based on appearance. Many did not trust the police and said they would rather call a friend or family member in an emergency than reach out to law enforcement.

Despite these concerns, they recognised the need for more Black officers in policing. However, they also acknowledged the stigma attached to joining the police force, fearing they would be seen as "sell-outs" by their community. While most said they would never consider becoming an officer, they were curious about policing, eager to learn more about equipment, police stations, and the reality of the job.

By the end of the session, the young people identified one crucial expectation: respect. They want fair treatment without judgment and a more approachable and understanding police force

 Session 2: The Trust Traffic Light Exercise

Building on the first session, the second introduced the Trust Traffic Light Exercise. This interactive approach allowed pupils to express their perspectives on policing through a structured activity, helping to identify key themes:

Lived vs. Historical Experiences

The young people's perceptions of policing were shaped not only by personal experiences but also by historical events and generational narratives.

• Historical & Generational Mistrust: Many referenced cases like George Floyd and Stephen Lawrence, demonstrating how systemic racism has reinforced mistrust across generations.
• Adultification of Black Youth: Some recounted being treated as older or more threatening due to their clothing or demeanour, reinforcing the feeling of being unfairly targeted.
• Stop & Search - Mixed Views: While many saw stop and search as racially biased, they acknowledged its role in addressing knife crime. However, most had limited knowledge of their rights during such encounters.

Looking Ahead: Navigating Interactions with Authority

The next session will focus on equipping young people with the tools to navigate interactions with authority. This includes myth-busting misconceptions about policing and explaining their legal rights in everyday situations, such as stop and search or being questioned by officers.

I am excited to continue these important conversations and build a stepping stone for Black youth to feel that policing can, one day, be SAFE.

 In my first article, I shared how I developed the SAFE Programme to provide Black young people with a secure and open space to discuss policing, trust, and their lived experiences. As the programme unfolds, it continues to exceed expectations.

Today, I visited the school to deliver Session Three. The children arrived with smiles, eager to talk while munching on sweets. "Morning, Ms!" they greeted me, and we began with casual conversations about their week—some had joined a football club, while others had spent time gaming at home. Before we knew it, an hour had passed.

Empowering Young People with Knowledge and Confidence

Building on our previous discussions on trust and policing, this session focused on equipping young people with the knowledge, confidence, and strategies to navigate interactions with the police. The goal was to foster a sense of control and agency while addressing misconceptions and reinforcing their legal rights in everyday situations, such as stop and search or being questioned by officers.

Challenging Perceptions: Truths, Myths, and Lived Experiences

We began with an interactive icebreaker, “Two Truths and a Myth,” to assess their understanding of police powers, particularly stop and search. Many referenced personal experiences, family stories, Black history, social media (especially TikTok), and news reports as their primary sources of knowledge.

One participant shared his perspective on an incident at Manchester Airport, where he perceived armed officers as attacking unarmed individuals, reinforcing his view of policing as aggressive rather than protective. Another described how a friend became withdrawn after experiencing a strip search, questioning the necessity of such measures and their emotional impact.

While the group acknowledged the police’s role in community protection, they expressed discomfort with adults searching young people. Some questioned whether such measures were truly necessary, while others recognized the reality of youth being coerced into carrying weapons or illegal items. Their suggestions for improving stop and search practices included:

• Implementing scanners similar to airport security.
• Ensuring officers clearly explain the process and seek consent.
• Avoiding unnecessary use of handcuffs.
• Reducing intimidating body language and tone during interactions.

Knowing Your Rights: GOWISELY and Asserting Confidence

The discussion naturally progressed to knowing their rights. Encouragingly, there was good awareness of the GOWISELY framework, which outlines what officers must communicate during a stop and search. 

However, a key concern emerged: how to assert their rights without escalating the situation.

While some felt confident standing their ground, others admitted they would be too scared to speak up, fearing that doing so might provoke aggression from the police. This highlighted the need for practical strategies to navigate these encounters safely and assertively.

Seeking Help: Who Do You Trust?

A particularly striking moment arose when discussing where they would turn if they needed police assistance. Many admitted they would prefer to seek help from family, friends, or even a random stranger rather than an officer. When asked why, they explained that strangers wouldn’t judge them or make assumptions based on their appearance, whereas they perceived police interactions as often influenced by bias.

Their suggestions for improving trust included:

• Changing the police uniform, as high-visibility yellow jackets felt like a barrier.
• Reducing judgment based on appearance.
• Engaging with young people beyond enforcement encounters.

Being Questioned by Police: How Would You React?

We explored how they would respond if an officer asked for their details while walking home. The responses varied:

• Some said they would feel defensive and walk away, seeing no reason for the interaction.
• Others said they would comply out of fear, worried that any challenge could lead to escalation or arrest.

I shared my own experiences as a former officer, recalling how I enjoyed engaging with the community, sometimes stopping to chat or even joining a basketball game in the park. Their reactions were revealing. Many questioned why an officer would want to get to know them unless it was to gather intelligence. They didn’t see community engagement as a policing priority and felt officers should only intervene when a crime had been committed. Some also questioned why an officer would approach a child without an adult present.

This was a powerful moment for me—it made me reflect on how society teaches children not to engage with strangers for safety, yet policing expects trust simply because of the uniform. This disconnects between societal norms and policing expectations needs greater attention.

Unexpected Impact on Teachers

An unanticipated outcome of the session was its impact on the supervising teacher. Listening to the open and honest dialogue, they expressed surprise at the differences between their own perceptions of policing and those of Black students. This insight prompted meaningful discussions between the teacher and their students, potentially influencing how they engage with police in the school setting, a space of safety for many children.

Looking Ahead: Building Bridges for a Better Future

As our conversations progress, we will explore ways to navigate challenging interactions, foster greater understanding between communities and the police, and define what fairness and justice in policing truly mean. Through open dialogue and reflection, we aim to develop ideas for a policing model built on trust, respect, and meaningful engagement.

Final Reflections

Spending an hour with these bright, engaged young people was both a privilege and a learning experience. Their honesty was refreshing, their ideas insightful. Yet, it was clear that young people’s voices are often unheard, or the right questions simply aren’t being asked.

As the saying goes, every day is a school day, and I look forward to returning next week to continue these essential discussions.

The journey towards making policing SAFE for Black youth continues.

© The Thin Black Line. For more information about the SAFE project or to discuss programme delivery, please contact karen.geddes@thethinblackline.co.uk.

 Over the last two weeks, I’ve been sharing reflections and learning from piloting my SAFE Schools programme. SAFE provides Black young people with a safe and open space to have honest conversations about policing, trust, and their lived experiences. Unlike traditional programmes that focus on crime reduction, SAFE is about relationships, solutions, and empowerment.

When I walked into the room for Session Four, I was greeted by laughter, chatter, and a flurry of energy. The children were excited—fizzy, even—and I quickly realised that my idea of rewarding correct answers to GOWISELY with sweet treats might’ve had a little something to do with it! But it was a comment from one student that truly warmed my heart:

“We’re just happy, Miss. We don’t usually get to speak like this in class.” And just like that, I was reminded of exactly why the SAFE Programme exists.

Building Bridges for a Better Future

This session was all about looking ahead—how do we take everything we’ve discussed so far and begin shaping the kind of future these young people want to see? A future built not just on safety, but on fairness, trust, and respect.

The group explored what fairness means beyond the lens of policing. They reflected on how it shows up in everyday spaces like school, sport, friendships, workplaces, and the justice system. Fairness, they said, is about being treated the same, having equal rights, and not being boxed in by gender stereotypes. One example that stood out was how girls are sometimes allowed to play in boys’ football teams—not because of gender, but because of their skills.

They also recognised fairness in simple, everyday moments: getting food when you're hungry, receiving what you’ve paid for in shops, or being treated equally by school staff. These moments may seem small, but they reflect a deep and intuitive understanding of justice.

Reimagining Fairness in Policing

Naturally, the conversation shifted to how fairness should be reflected in policing. The children spoke about the importance of local officers who are known in the community and regularly present, creating a sense of comfort and familiarity. They called for an end to stereotyping—not just by police, but by society at large—and spoke of the need for respect, kindness, and being treated in a way that recognises everyone’s humanity.

As their ideas flowed, they crafted powerful slogans—short phrases full of meaning and hope. “Human Rights = Equal Fight,” “Police Right – Human Right,” “Be Fair and Always Care.” These weren’t just creative exercises—they were heartfelt vision statements, shaped by lived experience and aspirations for better relationships between communities and the police. 

A Police Service of Their Own Making

Towards the end of the session, the children were invited to imagine a police service designed by them, for them. While all agreed that a police service is necessary to protect communities, some admitted they still felt safer turning to family or friends. Trust, it’s clear, is something that must be earned.

Representation emerged as a powerful theme. Many of the girls shared how inspiring it was to see a Black woman like me in a policing role. It made them feel seen and validated—and for some, sparked dreams of joining the police themselves. Hearing that filled me with pride. I was seen not just as a guest in the classroom, but as an example of possibility.

Others acknowledged that while race and gender mattered, fairness was ultimately about behaviour—how officers treat people, not just who they are. Their ideas for change were both thoughtful and practical: better training on weapons to prevent unnecessary deaths, and more education on how to interact respectfully with young people, especially Black children.

Communication stood out as a recurring theme—officers need to learn how to connect, stay calm, and build rapport. One group suggested new officers should spend time in schools, from Year 5 to Year 11, as part of their induction. Even the police uniform was up for review—while dark colours might be effective at night, they felt less approachable during the day.

When it came to community engagement, the children spoke with clarity and conviction. Police need to understand how and when to approach young people. Sometimes, they said, it’s better to let young people come to you—approaching too quickly can feel intimidating. Across the board, their feedback pointed to three key principles: respect, communication, and a genuine commitment to fairness.

What’s Next

Our next session will build on everything they’ve shared so far. We’ll explore how rules and systems can be designed to promote fairness, and how young people can begin to build the confidence to advocate for themselves and their communities. We’ll also launch a leadership workshop—helping them see that they don’t just have to imagine a better future, they have the power to help create it.

Note to self: Ease up on the sweets next time! 😊

© The Thin Black Line. For more information about the SAFE project or to discuss programme delivery, please contact karen.geddes@thethinblackline.co.uk.

 This session continued the important conversation around designing a "fair" police service. Understandably, the children were noticeably distracted — it was the last day before half-term (note to self: avoid scheduling future sessions right before a school break!).

Despite this, we pressed on. The focus was on encouraging the group to imagine what rules they would implement if they were in charge. Unsurprisingly, while they could easily identify what felt wrong, they found it harder to grasp their own power to influence change. A significant barrier was their limited understanding of the current police rules, which made suggesting alternatives more difficult.

Rewriting the Rules

There was a strong feeling that existing rules disproportionately advantage the police and disadvantage young people — a belief strengthened by their limited knowledge of police policies and procedures.

Interestingly, the rules proposed were rooted more in emotional intelligence and fairness than operational procedures. Key suggestions included:

• Stop and think before acting.
• Improve communication: Shift from "stop and search" to "stop and talk."
• Clear accountability: For example, a two-year suspension for serious misconduct.
• Promoting fairness and kindness: Emphasising soft skills and human connection rather than solely relying on policies.
• Consequences for cruelty: Officers should be legally accountable for unsafe or unprofessional behaviour.
• No unnecessary handcuffing: Fighting should not be the default way to resolve issues; serious misconduct could carry a three-year penalty.
• Parental or guardian involvement: Parents should be present during significant interactions with the police wherever possible.

Reflections on Power and Influence: 

Despite their age, some participants showed real confidence in asserting their ability to influence change. When shown a picture of Marcus Rashford, it resonated deeply — he stood as a symbol that young people can indeed be powerful changemakers.

However, when asked whether they believed the police would actually listen to them, their confidence waned.

The conversation naturally drifted into wider topics, including:

• A desire for greater understanding of police powers and rights.
• Ideas about removing certain powers from the police (e.g., carrying weapons, reduced privileges).
• Concern and scepticism about whether change is truly possible.

Small but Measurable Impact 

One young person reflected that their views had shifted — that through these discussions, they could now see the need for police, even though they still believed police behaviour must change. This was a real moment of pride and an early marker of success for the SAFE project — evidence that we are planting seeds for long-term change.

Others remained sceptical but were enthusiastic about spending "a day in the life of a police officer" — as long as it was fun, interactive, and not desk-based. The enthusiasm to engage with policing in a meaningful way was very encouraging.

Building trust is central. Young people are interested in the police, but they are clear that the approach and interactions must change for them to truly feel SAFE.

Planting the Seeds for Change

Reflecting on earlier conversations within policing, there remains a persistent question: “What’s the immediate benefit to us?” This mindset misses the point entirely. Trust is not earned through transactions or short-term gains — it is built slowly, through patience, consistency, and an unwavering commitment to engage without conditions or agendas.

This project directly challenges an uncomfortable truth: It is not that young Black people are uninterested in policing — it is that too often, they have only been invited to engage on terms defined by power, not partnership. Their experiences have rarely been about being heard or valued, but about being controlled.

If policing is serious about building credibility and legitimacy for the future, it must abandon the pursuit of instant results and invest in a different way of working — one that is patient, proactive, future-focused, and human at its core. Real change is slow, but essential — and the seeds must be planted now.

As Maya Angelou so powerfully said: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” 

Projects like this are not about fixing perceptions overnight. They are about creating a new foundation — where young people feel seen, heard, respected, and above all, SAFE. That is where true change begins.

© The Thin Black Line. For more information about the SAFE project or to discuss programme delivery, please contact karen.geddes@thethinblackline.co.uk.