Anne Longfield, the UK’s children's commissioner, has claimed that personal, social, health and economics education (PSHE) lessons should teach pupils how to avoid being sucked into gangs or exploited by older criminals.
Speaking to BBC Radio 5 Live's Sunday Breakfast programme, Longfield said that large numbers of young people are at risk after finding that 46,000 children in England are involved in gangs.
She warned that shoots need to better address the difference between ‘genuine opportunities’ and ‘exploitative situations’ and believes that the compulsory PSHE lessons should teach ‘life skills lessons’, in which gang involvement and vulnerability becomes a part.
She said: “For younger children it will often be the draw of fast money - sometimes protection for themselves if they're fearful about their own wellbeing - but certainly also a sense of belonging, fast money, sometimes glamour.
"Life skills is something that the government has committed itself to do. Most schools at the moment do provide life skill lessons but they're often inconsistent and often they don't tackle some of these issues that are much harder to tackle."
According to The Times, the Metropolitan Police has written to parents about pupils being approached outside school gates and on social media to act as money mules, whereby criminals are transferring stolen money through children's bank accounts to hide it from the authorities.
Nearly two thirds of Initial Teacher Training providers believe that teachers are not currently prepared to meet the government’s ambition to raise the complexity threshold for SEND pupils entering mainstream schools.
England’s councils are warning of a "ticking time bomb" in the special educational needs and disabilities (SEND) system, with new data showing deficits that could bankrupt local authorities within three years.
The regulations have been set following a second consultation and detailed collaborative working with organisations and people across deaf and hearing communities.
The Education Committee has published a letter to the Secretary of State for Education asking for more detail about the Department for Education’s work on developing its SEND reforms.