New research led by the University of Bedfordshire and the University of Lancashire has emphasized the importance of adopting more consistent, child-centered and safeguarding-focused approaches in policing. The studies reveal that children and young people have varied experiences with the police, depending on their location, the officers they interact with, the reason for the encounter, and the support available to frontline staff. Two studies explored how police can better build trust with young people and improve protection for children affected by violence. The research was led by Professor Debra Allnock from the Safer Young Lives Research Centre at the University of Bedfordshire and Professor Helen Beckett from the Connect Centre for International Research on Interpersonal Violence and Harm at the University of Lancashire. The first study, titled “Child-centered policing in practice: Insights from children and young people,” examined how police can build trust, listen to children, and ensure they have a meaningful voice during interactions. It found that children and young people value how police conduct themselves as much as what they do. Factors such as fairness, respect, clear communication, emotional safety, and the opportunity to be genuinely heard were seen as vital for building trust. Being listened to meant more than just having a chance to speak—children wanted their opinions to be considered, for them to understand what would happen next, and for follow-up actions to be taken when needed. The study identified eight key principles for child-centered policing, including communication, fair treatment, and follow-through, and has developed practical guidance for police officers to apply these principles in their work. The research also highlights how a child’s identity and past experiences can influence their encounters with the police. Black children and young people reported feeling suspected of wrongdoing, being treated as adults, and facing racial stereotypes. Meanwhile, neurodivergent children and those with special educational needs and disabilities (SEND) described challenges during high-stress or fast-paced police encounters, particularly due to unmet sensory or communication needs. The second study, “Safeguarding children involved in violence: Insights for best practice in policing,” looked at how police can better protect children involved in violence, whether as victims or suspected perpetrators. It found that while many police forces support safeguarding-focused approaches in principle, there is a wide variation in how these are applied in practice. This inconsistency can lead to unnecessary escalation, missed opportunities for support, and a lack of recognition of children’s unique needs, especially among those from minoritized ethnic backgrounds, those with SEND, or those suspected of causing harm. The study outlines 10 best practices for safeguarding children affected by violence, including approaches that are child-centered, trauma-informed, anti-discriminatory, and focused on prevention. These findings align with national policing policies that are increasingly emphasizing child-centered and safeguarding-led strategies. The National Police Chiefs' Council has set out a framework in its Children and Young Persons Policing Strategy 2024–27 and Children and Young Persons Policing Charter 2025 that prioritizes children's rights, needs, and perspectives. Professor Allnock emphasized that children and young people clearly know what they need from the police: to be treated fairly, to feel safe, and to have their voices genuinely heard. She stressed that good intentions alone are not enough—systems must support officers to ensure these approaches become standard practice. Professor Beckett added that while examples of effective, child-centered policing are encouraging, more consistent implementation is needed so that every child receives the protection and support they deserve, regardless of their background or the police force they interact with.