Early support can:
- Prevent behaviour from escalating
- Reduce the risk of police or court involvement
- Help your child build skills to make safer choices
- Improve relationships at home and school
- Strengthen confidence and emotional wellbeing
What if my child is engaged in anti-social or criminal behaviour?
When a young person begins to show behaviour that is anti‑social or risks becoming criminal, it can be difficult to know where to turn or what support is available locally. You may feel scared for your child or frustrated that they are behaving in a way which could get them in trouble. Whatever you are feeling, you are not alone and there is support out there for you and your family.
Expand the sections below to find out more.
Early support can:
- Prevent behaviour from escalating
- Reduce the risk of police or court involvement
- Help your child build skills to make safer choices
- Improve relationships at home and school
- Strengthen confidence and emotional wellbeing
Children and young people often test boundaries as part of growing up. However, some behaviours can indicate a greater risk of harm or future involvement with the police.
These might include:
- Repeated anti‑social behaviour (for example, aggression, vandalism, or intimidation)
- Getting into trouble at school or being excluded
- Mixing with peers who are already in trouble with the police
- Risk‑taking behaviour such as substance misuse
- Difficulties managing emotions, anger, or impulsive choices
These behaviours are often linked to underlying needs, such as emotional wellbeing, trauma, friendship issues, learning needs, or family stress, rather than a child being ‘bad’ or ‘naughty’.
Children and young people often test boundaries as part of growing up. However, some behaviours can indicate a greater risk of harm or future involvement with the police.
These might include:
- Repeated anti‑social behaviour (for example, aggression, vandalism, or intimidation)
- Getting into trouble at school or being excluded
- Mixing with peers who are already in trouble with the police
- Risk‑taking behaviour such as substance misuse
- Difficulties managing emotions, anger, or impulsive choices
These behaviours are often linked to underlying needs, such as emotional wellbeing, trauma, friendship issues, learning needs, or family stress, rather than a child being ‘bad’ or ‘naughty’.
Research suggests that at least one in three people in the justice system may be neurodivergent, and in some youth offending services the number is even higher. ADHD and speech and language challenges are particularly common. Many of these young people are also dealing with past or current difficulties, such as trauma, family stress, school exclusion, or poverty.
Why being neurodiverse means a young person is more likely to get into trouble?
Evidence shows that neurodiverse people may have some vulnerabilities can increase the likelihood of contact with the youth justice system not because young people are more criminal, but because their needs have been unmet or misunderstood.
Brain differences
Some neurodivergent children (particularly those with ADHD) have differences in how the prefrontal cortex works — the area of the brain responsible for impulse control, planning and weighing up consequences. This can make it harder to:
- Pause and think before acting
- Anticipate outcomes
- Resist pressure from peers
This neurological difference can look like poor choices, but it is not a lack of values or care.
Being easily led by others
Children who are neurodivergent or have experienced trauma may be more vulnerable to being led or exploited by peers. Reasons can include:
- Wanting to fit in and be accepted
- Difficulty reading social cues
- Taking others’ words at face value
- Seeking excitement or relief from emotional distress
How trauma can affect behaviour
Trauma does not always mean a single major event. For some children it can include:
- Chronic stress at home
- Bullying or social rejection
- Repeated experiences of failure or exclusion
- Feeling unsafe, misunderstood or overwhelmed
Trauma can affect how the brain develops and functions. Children who have experienced trauma may:
- Act before thinking
- Struggle to judge risk or consequences
- Enter a ‘survival mode’ where immediate reactions feel necessary
- Become hyper‑alert to threat or easily influenced by others
This is the brain responding to perceived danger — not deliberate defiance.
Research suggests that at least one in three people in the justice system may be neurodivergent, and in some youth offending services the number is even higher. ADHD and speech and language challenges are particularly common. Many of these young people are also dealing with past or current difficulties, such as trauma, family stress, school exclusion, or poverty.
Why being neurodiverse means a young person is more likely to get into trouble?
Evidence shows that neurodiverse people may have some vulnerabilities can increase the likelihood of contact with the youth justice system not because young people are more criminal, but because their needs have been unmet or misunderstood.
Brain differences
Some neurodivergent children (particularly those with ADHD) have differences in how the prefrontal cortex works — the area of the brain responsible for impulse control, planning and weighing up consequences. This can make it harder to:
- Pause and think before acting
- Anticipate outcomes
- Resist pressure from peers
This neurological difference can look like poor choices, but it is not a lack of values or care.
Being easily led by others
Children who are neurodivergent or have experienced trauma may be more vulnerable to being led or exploited by peers. Reasons can include:
- Wanting to fit in and be accepted
- Difficulty reading social cues
- Taking others’ words at face value
- Seeking excitement or relief from emotional distress
How trauma can affect behaviour
Trauma does not always mean a single major event. For some children it can include:
- Chronic stress at home
- Bullying or social rejection
- Repeated experiences of failure or exclusion
- Feeling unsafe, misunderstood or overwhelmed
Trauma can affect how the brain develops and functions. Children who have experienced trauma may:
- Act before thinking
- Struggle to judge risk or consequences
- Enter a ‘survival mode’ where immediate reactions feel necessary
- Become hyper‑alert to threat or easily influenced by others
This is the brain responding to perceived danger — not deliberate defiance.
Looking at the whole child – not just the offence
Instead of focusing only on what a young person has done, services look at the whole picture of their life.
We recognise that children are shaped by many things, including:
- Family and relationships
- School experiences
- Health and learning needs
- Past trauma or adversity
- The wider community and society
Understanding this “whole picture” helps professionals respond more fairly and effectively.
This means we will try and understand:
- How that young person’s brain works
- What they find difficult and what helps them
- How neurodivergence may interact with trauma or adversity
- Their strengths as well as challenges
This child‑centred approach helps ensure support is inclusive, not excluding young people because they do not “fit” a particular service or diagnosis.
We understand that not all young people who are neurodiverse or have experienced trauma will have a diagnosis.
Because of this we will:
- Consider neurodivergence for every young person we work with
- Use simple, accessible screening tools when a child first engages
- Avoid narrow or “one‑size‑fits‑all” approaches
Where appropriate we will refer to specialist support, for example:
- ADHD assessment or treatment
- Speech and language therapy
- Mental health support
- Trauma‑informed services
- Educational or communication support
This not only helps the young person cope better but can also reduce further involvement with the justice system.
Supporting mental health in children and young people with SEND
Looking at the whole child – not just the offence
Instead of focusing only on what a young person has done, services look at the whole picture of their life.
We recognise that children are shaped by many things, including:
- Family and relationships
- School experiences
- Health and learning needs
- Past trauma or adversity
- The wider community and society
Understanding this “whole picture” helps professionals respond more fairly and effectively.
This means we will try and understand:
- How that young person’s brain works
- What they find difficult and what helps them
- How neurodivergence may interact with trauma or adversity
- Their strengths as well as challenges
This child‑centred approach helps ensure support is inclusive, not excluding young people because they do not “fit” a particular service or diagnosis.
We understand that not all young people who are neurodiverse or have experienced trauma will have a diagnosis.
Because of this we will:
- Consider neurodivergence for every young person we work with
- Use simple, accessible screening tools when a child first engages
- Avoid narrow or “one‑size‑fits‑all” approaches
Where appropriate we will refer to specialist support, for example:
- ADHD assessment or treatment
- Speech and language therapy
- Mental health support
- Trauma‑informed services
- Educational or communication support
This not only helps the young person cope better but can also reduce further involvement with the justice system.
Supporting mental health in children and young people with SEND
As a parent or carer, you can expect that:
- Your child should be seen as an individual, not just a case or label
- Their neurodivergent traits should be considered from the very beginning
- Services should make reasonable adjustments so your child can understand and be understood
- Referrals should be offered when additional support is needed
- Your knowledge of your child should be listened to and valued
As a parent or carer, you can expect that:
- Your child should be seen as an individual, not just a case or label
- Their neurodivergent traits should be considered from the very beginning
- Services should make reasonable adjustments so your child can understand and be understood
- Referrals should be offered when additional support is needed
- Your knowledge of your child should be listened to and valued
1. Keep communication open
- Stay calm and avoid confrontation where possible
- Ask open questions and listen without interrupting
- Acknowledge feelings, even if you don’t agree with the behaviour
2. Set clear boundaries
- Be consistent with rules and consequences
- Agree expectations together where possible
- Focus on safety and responsibility rather than punishment
3. Support positive routines
- Encourage attendance at school or training
- Support healthy sleep, meals and structure
- Promote positive hobbies, sports or creative activities
4. Be curious about influences
- Know who your child spends time with
- Encourage healthy friendships
- Talk about peer pressure and how to say no
5. Work with professionals
- Accept support early — it does not mean you have failed
- Share concerns honestly so the right help can be offered
- Be involved in planning and reviews
6. Look after yourself
- Supporting a child with challenging behaviour can be stressful
- Accept help for yourself where offered
- Remember: strong parental support is a protective factor
1. Keep communication open
- Stay calm and avoid confrontation where possible
- Ask open questions and listen without interrupting
- Acknowledge feelings, even if you don’t agree with the behaviour
2. Set clear boundaries
- Be consistent with rules and consequences
- Agree expectations together where possible
- Focus on safety and responsibility rather than punishment
3. Support positive routines
- Encourage attendance at school or training
- Support healthy sleep, meals and structure
- Promote positive hobbies, sports or creative activities
4. Be curious about influences
- Know who your child spends time with
- Encourage healthy friendships
- Talk about peer pressure and how to say no
5. Work with professionals
- Accept support early — it does not mean you have failed
- Share concerns honestly so the right help can be offered
- Be involved in planning and reviews
6. Look after yourself
- Supporting a child with challenging behaviour can be stressful
- Accept help for yourself where offered
- Remember: strong parental support is a protective factor
For children aged 10–17 who are at risk of offending or anti‑social behaviour.
The Prevention Team works with children and families before behaviour escalates.
They offer:
- One‑to‑one support for children and young people
- Mentoring to help manage peer pressure and risky situations
- Help understanding behaviour and consequences
- Emotional wellbeing support
- Arts, sports and positive community activities
- Support around education, attendance and engagement
- Parent and carer support
How it works:
- Weekly or fortnightly meetings
· Up to 3 months of support
- Delivered at home, school or in the community
- A plan created together, focusing on what your child wants to change
Turnaround Programme (Hampshire Youth Justice Service)
The Turnaround Programme supports children and young people who:
- Have had contact with the police or courts, or
- Are eligible following a Prevention referral
This programme works with the whole family and focuses on long‑term change.
Support can include:
- Emotional and mental health support
- Support with anger and behaviour
- Substance misuse support
- Education, training and employment guidance
- Life skills and decision‑making
- Access to sports, music and creative activities
What to expect:
- An allocated officer for your child and family
- Assessment of strengths and needs
- A family plan with agreed goals
- Regular reviews
- Usually 12–16 weeks of support (longer if needed)
The Turnaround Programme is voluntary and consent is always required.
To meet the referral criteria for support from Hampshire Youth Justice Service, the child MUST be exhibiting concerns in the community (e.g. anti-social behaviour, shoplifting), and then in either one or both of the other areas – home or school. These behaviours need to have taken place in the last 6 months.
Referrals may be made by parents, carers, or professionals. All referrals must include written consent from both the parent/carer and the young person.
When a referral is submitted by a professional, the family’s informed consent is required before we can begin working with them. Families must also be aware of, and agree to, the information included in the referral form.
We recognise that some organisations may face challenges with printing. Where it is not possible to sign electronically (for example, via a phone or touchscreen device), the parent/carer and young person may sign a separate piece of paper. This can be photographed and either embedded within the referral form or submitted as a separate attachment.
Please note that referrals submitted without the required signatures will be returned.
For children aged 10–17 who are at risk of offending or anti‑social behaviour.
The Prevention Team works with children and families before behaviour escalates.
They offer:
- One‑to‑one support for children and young people
- Mentoring to help manage peer pressure and risky situations
- Help understanding behaviour and consequences
- Emotional wellbeing support
- Arts, sports and positive community activities
- Support around education, attendance and engagement
- Parent and carer support
How it works:
- Weekly or fortnightly meetings
· Up to 3 months of support
- Delivered at home, school or in the community
- A plan created together, focusing on what your child wants to change
Turnaround Programme (Hampshire Youth Justice Service)
The Turnaround Programme supports children and young people who:
- Have had contact with the police or courts, or
- Are eligible following a Prevention referral
This programme works with the whole family and focuses on long‑term change.
Support can include:
- Emotional and mental health support
- Support with anger and behaviour
- Substance misuse support
- Education, training and employment guidance
- Life skills and decision‑making
- Access to sports, music and creative activities
What to expect:
- An allocated officer for your child and family
- Assessment of strengths and needs
- A family plan with agreed goals
- Regular reviews
- Usually 12–16 weeks of support (longer if needed)
The Turnaround Programme is voluntary and consent is always required.
To meet the referral criteria for support from Hampshire Youth Justice Service, the child MUST be exhibiting concerns in the community (e.g. anti-social behaviour, shoplifting), and then in either one or both of the other areas – home or school. These behaviours need to have taken place in the last 6 months.
Referrals may be made by parents, carers, or professionals. All referrals must include written consent from both the parent/carer and the young person.
When a referral is submitted by a professional, the family’s informed consent is required before we can begin working with them. Families must also be aware of, and agree to, the information included in the referral form.
We recognise that some organisations may face challenges with printing. Where it is not possible to sign electronically (for example, via a phone or touchscreen device), the parent/carer and young person may sign a separate piece of paper. This can be photographed and either embedded within the referral form or submitted as a separate attachment.
Please note that referrals submitted without the required signatures will be returned.