Violence in schools: what will SEND White Paper say?

There is an interesting interview on the BBC website with one of the teachers stabbed at a school in Wales in 2024 Ammanford stabbing victim Liz Hopkin criticises knife crime plan for schools – BBC News I was sorry to hear of the incident, and would like to express my sympathy for the teachers that were the victims and the students that saw the attack.

What makes the story interesting to me is that the stabbing was by a girl and that she later received a sentence of 15 years in detention. The girl was just 13, and the picture shows a multi-tool knife that might better be described as a ‘bladed instrument’.

Regular readers will know that in January 1977, I was stabbed in the classroom, when I was teaching a Year 11 class, by an intruder aged 15 who had been a former pupil at the school. Sentencing at that time for young people meant he received a six-month detention in custody from a judge at the Old Bailey, after pleading guilty to aggravated burglary. In those days, The Metropolitan Police would not consider a charge such as attempted murder, as the intent to kill was not clear. Presumably, it was in the attacks in Wales? The responsibility of us all | John Howson

Even without all the details, but reading the BBC article, I think that 15 years in detention was a questionable sentence, and I wonder whether it was upheld on appeal? There may be a case for a deterrent sentence, but reading between the lines of the BBC report, this young person clearly had issues identified by the school. That doesn’t make the action acceptable, but does raise questions about the length of sentence, especially when some of those accused of murder have shorter whole-life sentences.

Murders with a sharp instrument were down in2024/25 compared with the previous year.

New figures from the Office for National Statistics show that police-recorded offences involving a knife or sharp instrument in England and Wales fell by 9% in the year ending September 2025, with 50,430 offences recorded.

This marks the second consecutive annual decrease and brings knife crime levels below those seen before the pandemic.

While this reduction is welcome, knife-enabled offences remain significantly higher than in previous years. Levels are still around 54% higher than a decade ago, and serious violence and robbery continue to account for a large proportion of recorded offences.”
Knife Crime Statistics | The Ben Kinsella Trust

We must, as a society continue to do more to reduce violence, and to protect those in the frontline, including teachers. However, I don’t advocate Knife arches for schools, but I do think this is an area within SEND that needs more attention. Whether a reassessment of EHCPs at the end of primary schooling would help is an interesting question, but I would hope that risk assessments already take place. I would be interested to know if the girl in question has an EHCP at the time the crime was committed?  

Liz, the victim stated in the BBC interview that

We’re not getting the financial support within schools, within external agencies such as youth services, mental health services, all of those supportive services… all of that is being eroded.”

We do need to ensure that we don’t just focus on SEND in schools, but do ensure the decline in youth services is reversed. It is not good enough just to focus our attention on what happens in schools and colleges.

What headteachers told PISA about schools in England

The holiday season has provided me with time to read the full PISA Report for England https://www.gov.uk/government/publications/pisa-2018-national-report-for-england as well as look at the comparisons with the other Home Nations, while they remain a part of Great Britain and Northern Ireland.

Anyway, buried in the details is a section that looks at the results of questionnaires sent to headteachers. Now one must assume that headteachers are influenced by the current mood at the time that they completed the questionnaire, and that mood may differ from country to country. What might have been the mood in England and how does it compare with the OECD average?

Generally, it seems that headeachers in England were more optimistic than the average headteacher in the OECD in their answers to a range of questions about factors that might hinder student learning.

Table 6.5 Pupil and teacher behaviour for learning, reported by headteachers
Percentage of headteachers who responded “A lot” and “To some extent” to In your school, to what extent is the learning of students hindered by the following?
  England OECD Percentage point difference England-OECD
Pupil behaviours
Students not paying attention 40 59 -19
Student truancy 20 38 -18
Students lacking respect for teachers 11 22 -10
Students skipping classes 9 34 -25
Students intimidating or bullying other students 4 12 -8
Student use of alcohol or illegal drugs 3 10 -7
Teacher behaviours
Teachers not meeting individual students’ needs 28 30 -2
Teacher absenteeism 20 18 2
Staff resisting change 10 29 -19
Teachers not being well prepared for classes 5 13 -8
Teachers being too strict with students 3 12 -10

Source: PISA Report England 2019

Only in teacher absenteeism were headteachers in England gloomier than the OECD average. This seems somewhat surprising given the relatively low level of term-time teacher absence in many schools. Generally, although  lack of attention by students was recognised as an issue, even that concerned head teachers less than the average PECD headteacher.

Table 7.14 Hindrances to learning reported by headteachers and principals
Percentage of headteachers who responded “A lot” and “To some extent” to In your school, to what extent is the learning of students hindered by the following?
  England Northern Ireland Scotland Wales
Pupil behaviours
Students not paying attention 40 35 49 30
Student truancy 20 8 35 20
Students lacking respect for teachers 11 19 22 19
Students skipping classes 9 7 31 14
Students intimidating or bullying other students 4 8 13 6
Student use of alcohol or illegal drugs 3 3 5 7
Teacher behaviours
Teachers not meeting individual students’ needs 28 14 29 15
Teacher absenteeism 20 19 30 14
Staff resisting change 10 14 23 12
Teachers not being well prepared for classes 5 3 3 9
Teachers being too strict with students 3 0 6 7

Source: PISA Report England 2019

However, it is interesting to put the views of headteachers in England alongside those of their colleagues in the other Home Nations that completed the PISA questionnaire. On the basis of these responses, one wonder what is going on in some schools in Scotland? The figure for students skipping classes seems difficult to believe if the sample is representative of schools across Scotland and probably also accounts for the high figure for headteachers agreeing that truancy is also seen as an issue by a third of the headteachers compared with a fifth of headteachers in England.

I am not sure what the teacher associations make of the data from these questionnaires, but I am surprised that the government hasn’t made more of it. But, perhaps the views of headteachers looking at schools from their offices isn’t the same as the view from the staffroom?