Youth Navigator Mentoring and Parent/Carer Training to Improve School Engagement and Prevent Youth Offending: A Non-Randomised Cohort Feasibility Study Protocol

Youth Navigator Mentoring and Parent/Carer Training to Improve School Engagement and Prevent Youth Offending: A Non-Randomised Cohort Feasibility Study Protocol | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Study protocol Youth Navigator Mentoring and Parent/Carer Training to Improve School Engagement and Prevent Youth Offending: A Non-Randomised Cohort Feasibility Study Protocol SARAH Bekaert, Jade Stevens, Zoe Davey, Alice Gerlach This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8764044/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 6 You are reading this latest preprint version Abstract Background This study aims to assess the feasibility and acceptability of recruitment, intervention delivery, and data collection processes for two Navigator Mentor interventions – youth and parent; to generate estimates of engagement, retention, and outcome variability to inform future trial planning; and explore early signals of impact on school engagement and police contact at 3 months. Methods Non-randomised cohort feasibility study with a nested evaluation of parent/carer training. Trialled across five local authorities across the Thames Valley, UK. Participants included f amilies with young people identified as disengaged or at risk of disengagement from mainstream schooling and/or at risk of involvement in violence and/or crime. Eligible young people and their parents/carers will be offered both interventions and self-select to participation. Families who do not engage with either intervention will form a natural comparator group. Two parallel interventions will be delivered. Young people at risk will be offered a youth-led mentorship and navigation programme delivered by Focused Diversion Youth Navigator Mentors, consisting of biweekly relational sessions over 12 weeks. Parents/carers of eligible young people will be offered Parent Navigator Mentor support over 4 weeks, alongside an optional one-off online training session focused on child exploitation awareness. Primary outcomes will assess feasibility: including recruitment and retention rates, intervention fidelity, data completeness, and acceptability. Secondary outcomes will explore early indicators of change in school engagement and police contact at 3 months. Outcomes for the parent/carer training will include changes in knowledge, confidence, perceived skills, and impact. Discussion Feasibility: quantitative data will be used to describe recruitment pathways, engagement, retention, acceptability, and outcome measure completeness. Acceptability: qualitative interviews with young people, parents/carers, mentors, and stakeholders will explore contextual influences on implementation. This study will generate evidence on the feasibility and acceptability of Navigator Mentor interventions for young people at risk of involvement in violence and/or crime and their parents/carers, and early signals of positive impact on school engagement/involvement in violence and/or crime. Findings will inform the design of a future definitive trial and support the development of scalable early intervention approaches addressing school disengagement and early involvement in violence and/or crime. Trial registration This study has been approved by the Thames Valley Police Evidence Based Panel November 2025. Feasibility study youth mentoring focussed diversion violence prevention early intervention school disengagement acceptability Figures Figure 1 1. Introduction Youth crime and violence remain a pressing public health concern in the United Kingdom (UK), with increases in knife-related incidents, gang involvement, school exclusions, and reoffending. In 2022–23, 69% of youth murders involved knives, rising to 82% among teenagers aged 13–19 ( 1 ). Teenagers permanently excluded from school are twice as likely to commit serious violence within a year compared to those suspended ( 2 ). It has been suggested that post-Covid rises in school absence could contribute to 9,000 additional young people becoming involved in crime by 2027 ( 3 ). The UK Government established 18 Violence Reduction Units (VRUs) in 2018 as multi-agency partnerships addressing serious youth violence through prevention and early intervention; integrating police, local authorities, education, health, and community organisations. Evidence shows that community-based interventions providing mentoring, outreach, and support in schools, hospitals, and custody settings reduce crime and improve outcomes ( 4 ). For example, the London VRU programme "Your Choice" supported over 2,500 high-risk 11–17-year-olds, demonstrating strong engagement and potential reductions in behavioural difficulties and violence ( 5 ). Parent and carer support programmes also strengthen protective factors, improve family functioning, and reduce risk behaviours ( 6 ). Initiatives such as Strengthening Families and Parenting with Care provide guidance on recognising risks, managing challenging behaviour, and fostering supportive home environments. Early evaluations suggest such programmes enhance parental confidence, skills, and engagement with services, contributing to reductions in children’s behavioural difficulties and risky activity involvement ( 7 ). The Thames Valley Violence Prevention Partnership Over recent years, the Thames Valley Violence Reduction Unit, now the Violence Prevention Partnership (VPP), has adopted a family systems approach to preventing youth violence, recognising that young people’s behaviour is influenced by their broader social and family context. The Thames Valley VPP has built a strong evidence base in early intervention, mentoring, and targeted deterrence programmes, focusing support at critical moments of risk. A systematic literature review showed that effective mentoring for NEET (Not in Education Employment or Training) youth is long-term, personalised, and guided by the young person’s goals ( 8 ) – this ethos underpins all Thames Valley VPP youth support. Interventions include the Thames Valley Hospital Navigator Scheme which supported vulnerable individuals attending emergency departments, with 70% engagement, 75% receiving sustained mentoring, and repeat emergency department visits falling by 77%, alongside support with housing, education, employment, and mental health ( 9 ). The Schools Navigator programme (2022–2025) targeted students at first suspension, reducing repeat suspensions by 17.5% and overall suspensions by 11.5% ( 10 ). For high-harm offending, a focused deterrence model reduced overall crime harm by 54%; among under-18s, harm scores fell by 70%, knife-related offences as suspects by 60%, and as victims by 75% ( 11 ). The VPP’s family systems approach extends to parental support through accessible resources, including bite-size learning videos on exploitation and online harm; the Stay True to You campaign - a youth-focused initiative encouraging young people to resist pressure, make positive choices, and ‘stay true’ to their values to avoid exploitation and harm; and Operation Paramount - connecting families of incarcerated parents with trauma-responsive support via Children Heard and Seen ( 12 – 14 ). Together, these initiatives demonstrate the VPP’s commitment to early, targeted support within the ecological systems shaping young people’s lives. The wider evidence base The Thames Valley prevention and early intervention model is underpinned by a robust evidence base demonstrating the benefits of targeted youth mentorship, and family-inclusive interventions. Meta-analyses and systematic reviews show that mentoring has a medium-sized positive effect on youth outcomes, with targeted, skills-based approaches that are linked to the young person’s specific challenges producing stronger results than generic programmes ( 15 – 17 ). Mentoring can reduce delinquency and recidivism by 9–13% and combining mentoring with further support such as cognitive behavioural therapy or educational interventions can enhance impact. Evidence in the United Kingdom (UK) indicates mentoring can moderately reduce youth violence by 10–30%, with longer-term programmes (≥ 6 months) yielding more substantial outcomes. Short-term interventions can improve self-confidence, problem-solving, teamwork, and emotional regulation among at-risk youth ( 18 , 19 ). Evidence also supports family- and parent-focused interventions. Meta-analyses report reductions in offending of 28% ( 20 ) and moderate effect sizes for early intervention parent training ( 20 ). Well-established programmes such as Incredible Years and the Strengthening Families Program improve parenting practices, child social skills, and reduce behavioural challenges, alongside favourable cost-benefit returns ( 22 , 23 ). Parenting programmes typically produce small-to-moderate reductions in youth behavioural difficulties and can provide added value when combined with youth mentoring ( 24 ). Building on this evidence, the current study focuses on feasibility and early outcome signals for improved school engagement and reduced police contact for two parallel interventions: a youth-led mentorship programme via a Focused Diversion Youth Navigator Mentor, and parent/carer awareness training supported by a dedicated Parent Navigator Mentor. The Focused Diversion Youth Navigator Mentorship offering biweekly, young person-led mentoring to build trust, motivate engagement, and connect with community services; and Parent/Carer Training and Navigator Mentorship, providing awareness training on child exploitation alongside mentor support to strengthen parental capacity and protective factors at home. Study aims This study is aligned with the UK government’s early intervention and prevention agenda and targets young people aged 10–15 who are vulnerable to school disengagement, criminal involvement, or exploitation. It explores the feasibility and acceptability of combining Focused Diversion Youth Mentorship with parent/carer training and mentorship, and whether these approaches can be delivered effectively in Local Authorities in the Thames Valley. Primary Aims : To assess whether the study procedures, recruitment pathways, intervention delivery, and data collection methods for youth mentorship and parent/carer support are feasible and acceptable to participants, mentors, and stakeholders. To generate reliable estimates of engagement rates, intervention uptake, and outcome variability, informing the design of a future definitive trial. Variability in intervention uptake i.e. youth only, parent only, youth and parent, none brings the potential to examine the added value of parent/carer support alongside youth mentorship as well as an unplanned non-engagement comparator. Secondary Aims : To explore early signals of potential impact on young people’s engagement with education (attendance, suspensions, exclusions) and informal police contact at 3 months post-intervention. To evaluate the parent/carer training component using the four elements within the Kirkpatrick Model ( 25 ). 2. Method This feasibility study has been planned and will be reported in accordance with the CONSORT 2010 Statement: extension to randomised pilot and feasibility trials ( 26 ) – adapting to protocol stage. Please see supplementary material 1 for checklist. Context The Home Office have devolved monies to the Office of the Police and Crime Commissioner (OPCC) as part of the Serious Violence Strategy ( 27 ). Thames Valley Violence Prevention Partnership (TVVPP) has been commissioned to undertake this evaluation with further academic support from Oxford Brookes University within the Local Authority offer. The study is being carried out across five Local Authority (LA) areas of the Thames Valley: Bracknell Forest, Royal Borough of Windsor and Maidenhead, Slough, West Berkshire, Wokingham. Each area is required to set up a Focused Diversion Panel, as part of a wider programme of provision, to consider support for the young people referred. Focused Diversion Panel membership should be considered as flexible and determined by each local area, but must include representatives from each of the following agencies at minimum: Thames Valley Police, Youth Justice, Children’s Services, Education. Considerations for membership from additional agencies may include Early Help, Housing and Health, among others. LAs may already have such a panel in place, the young people recruited into the study can be considered in an existing panel. LAs may set up a temporary panel to consider the evaluation cohort only. Sample Size This study is a feasibility evaluation and is not powered to detect definitive intervention effects. Approximately 220 young people and their families across the Thames Valley will be included. All participants, including those who partially engage or disengage, will remain in the study to reflect real-world implementation, and information on non-engagement will inform future trial design. Eligibility criteria Young people will be eligible to participate if they are aged 10–15 years, with eligibility commencing from their 10th birthday and ending on the day before their 16th birthday. This age range reflects the period of early adolescence during which disengagement from school and early contact with the police may emerge, and where preventive, non-statutory intervention is most likely to be effective. Participants must be resident within the Thames Valley area, ensuring alignment with the geographical remit of the intervention, local commissioning arrangements, and service delivery infrastructure. Eligibility will require identification through priority police data, defined as having had two or more contacts with the police without a formal criminal justice outcome within the previous 12 months. Young people awaiting a decision on a police charge may be included, provided no statutory outcome has been determined, to allow timely engagement during a critical intervention window. This criterion identifies young people experiencing repeated low-level police contact, signalling elevated vulnerability and risk of escalation while retaining an opportunity for early diversion. Young people may also be referred via an additional discretionary pathway, based on recognised indicators of vulnerability and risk, in line with Youth Endowment Fund guidance (28[p8-9]) - see Fig. 1 . LA areas are at liberty to choose discretionary pathways according to local need, however consultation with the participating LAs suggests challenges in school engagement as universal preferred pathway. Participants must not be in receipt of statutory services from Youth Justice or Children’s Social Care at the point of referral and if assessed as requiring statutory intervention by the Focused Diversion Panel the child/family should be referred accordingly but is no longer eligible for the study. This ensures the intervention complements, rather than duplicates or replaces, statutory provision and remains targeted at those suitable for voluntary, preventative support. Young people who are already receiving other forms of non-statutory support may still be included, ensuring the intervention operates alongside existing provision rather than replacing it. Exclusion criteria Young people will be excluded if they are under 10 or over 15 years of age, reside outside the Thames Valley, or are currently receiving statutory services or assessed by the Focused Diversion Panel as requiring statutory support. Young people will also be excluded if they have had fewer than two police contacts without formal outcome in the previous 12 months, have received a formal police outcome during that period, or do not meet discretionary referral indicators. This ensures the study population reflects the intended focus on early intervention among those at increased risk but below statutory thresholds. Referral and allocation Following panel approval, referral into the study will proceed on a voluntary basis. Young people and/or their parents or carers will be offered information about the available support and may self-select into one of three options: Parent/Carer Training and Parent/Carer Navigator Mentorship only; Focused Diversion Youth Navigator Mentorship only; or a combination of both interventions. This flexible allocation approach reflects real-world service delivery and supports engagement based on individual and family preference. Once a parent/carer or young person has expressed interest, initial contact by the relevant Navigator Mentor (youth and/or parent) will be initiated within two working days. Early contact is intended to support timely relationship-building and navigation to appropriate services. Change of circumstance during the study/the need for longer term mentor support If, during the mentorship support the young person has police contact with formal outcome, or a decision on a charge indicates youth justice support, or circumstances suggest social care involvement the mentor will liaise with the relevant service as to subsequent process i.e. dual support with gradual handover or immediate handover, on a case-by-case basis. Similarly, if it appears that it will not be possible to link the young person into community support provision and more than three months mentorship/support is required, referral into a medium to long term support agency such as Early Help should be considered for and discussed with the young person and their parent/carer. Young people who are eligible for consideration at the FDiv panel will be identified Dec 2025-March 2026. Intervention The intervention comprises two complementary components: Focused Diversion Youth Navigator Mentorship for young people and Parent/Carer Training and Navigator Mentorship for parents and carers. Together, these interventions aim to reduce risk, strengthen protective factors, and facilitate sustained engagement with appropriate community-based support. Focused Diversion Youth Navigator Mentorship Young people will be offered short-term, relationship-based mentorship delivered by a dedicated Youth Navigator Mentor for a maximum duration of 12 weeks. Engagement will typically consist of a minimum of biweekly, young person-led sessions, delivered flexibly in locations suitable to the young person. The approach prioritises trust-building, collaborative goal-setting, and empowerment, drawing on NEET to EET mentoring evidence ( 8 ) and learning from the Thames Valley Hospital Navigator Scheme (9). Mentoring is informed by Clutterbuck’s ( 29 ) developmental mentoring model, supporting progression towards independence through listening support, motivational engagement, advocacy, and facilitative navigation to community services. Mentors clearly set expectations at the outset regarding role, remit, frequency, and outcomes. The primary aim is to support the young person’s engagement with sustainable community support; once this is achieved, contact is gradually reduced, with a planned transition period of approximately one month where appropriate. Parent/Carer Training and Navigator Mentorship Parents and carers will be offered a complementary intervention comprising a one-hour online awareness training session delivered by the Thames Valley VPP Training Lead, alongside short-term Parent/Carer Navigator Mentorship over a maximum period of four weeks. Training is delivered on an ad-hoc, rapid-response basis for groups of four or more parents/carers and uses a strengths-based, practical approach to increase awareness of child exploitation, risk recognition, safeguarding, and protective parenting strategies. Following training, parents/carers are supported through up to four mentor-led sessions focused on consolidating learning, strengthening confidence and skills, supporting meaningful conversations with young people, and facilitating engagement with relevant community and support services. Delivery is flexible and relational, using motivational engagement, talking support, and facilitative approaches. Expectations are clarified at the outset to ensure transparency. Monitoring and oversight Intervention delivery will be supported through structured monitoring and oversight processes. The project coordinator will liaise with Youth and Parent/Carer Navigator Mentors on at least a monthly basis to discuss implementation progress and process. In addition, monthly online Communities of Practice will be convened (via Microsoft Teams or Zoom) to facilitate reflective learning, consistency of practice, and shared problem-solving across sites. Method conceptual summary Please see the conceptual Table 1 below that sets out the core elements of the intervention, how these are to be enacted in practice, and the change they are intended to produce. Table 1 Study Conceptual Table Core element What this looks like in practice Intended change Relational foundation Time-limited, relationship-based Youth and Parent/Carer Navigator Mentorship delivered flexibly, prioritising trust, consistency, and young person/parent-led engagement, informed by developmental mentoring principles. Increased trust, engagement, and willingness to seek and accept support. Empowerment and voice Young people shape goals and decisions; parents/carers build confidence and skills through strengths-based training and mentoring. Increased agency, confidence, and problem-solving capacity. Navigation and advocacy Practical support to access, attend, and engage with appropriate community services; advocacy and joint working where required. Reduced barriers to support and improved service uptake. Protective capacity Parent/carer training and mentoring focused on safeguarding awareness, risk recognition, and meaningful conversations with young people. Strengthened family protective factors and improved safety awareness. Planned transition Gradual step-down of mentor contact once sustained engagement with community support is established, with a supported transition period. Increased independence and sustained engagement beyond the intervention. Reflective learning and adaptation Ongoing monitoring, mentor reporting, process review, and stakeholder reflection used to understand engagement, feasibility, and early indicators of change during the pilot phase. Improved understanding of what works, for whom, and under what conditions, to inform refinement and potential scale-up. Oversight and quality assurance Embedded mentors, regular supervision, structured reporting, and communities of practice to support consistency, risk management, and reflective learning. Safe, high-quality, and accountable intervention delivery. Ultimate outcome Reduced risk, strengthened protective factors, and improved safety and wellbeing for young people. Long-term resilience and reduced vulnerability to harm. 3. Evaluation Measures A mixed-methods evaluation will assess intervention delivery, early indicators of change, and feasibility. Given the feasibility design, analysis will focus on descriptive trends and implementation learning rather than statistically powered outcomes. Monitoring and Activity Data Navigator Mentors will complete monthly activity reports using anonymised case identifiers. Data will include participant demographics (age, sex, ethnicity), dates of first and final contact, total number of mentoring sessions delivered, and session-level information (date, mode, planned or ad hoc contact, duration, and focus areas). Parent/carer training attendance will be recorded. In addition, early disengagement of both young people and parents will be noted alongside reasons, where provided. For young people, onward referrals to community and support services will also be captured. These data will be used to describe reach, dose, and engagement patterns. Outcomes and Early Indicators of Change Evaluation of the parent/carer components is informed by the Kirkpatrick model of training evaluation, with emphasis on learning and behavioural application. The four levels are:1. Reaction (participants’ immediate responses to the training), 2. Learning (what knowledge, skills or attitudes they acquire), 3. Behaviour (the degree to which they have been able apply what they learned in practice), and 4. Results (the degree to which the training contributes to wider organisational or programme-level outcomes, such as improved performance or desired change) ( 25 ) Pre- and post-training online questionnaires will assess changes in knowledge, confidence, and skills related to safeguarding and protective parenting (quantitative and qualitative; Kirkpatrick Level 1 & 2). See supplementary materials 2 & 3. Mentor reports will capture qualitative evidence of behavioural application, engagement, and use of learning in day-to-day parenting practice (Kirkpatrick Level 3). For the young people who engage with mentorship anonymised Niche police data will be cross-referenced at 3- and 6-month follow-up points to explore early signals of change (quantitative descriptive). In addition, attendance, suspensions, and exclusions data (count data) will be collected via liaison with schools, using 12-month retrospective and 3-month prospective periods – from date of young person’s engagement with mentorship. Data will be gathered for all identified cases, including non-engagers and those receiving parent/carer support only, and used as early indicators only for intervention efficacy. Process and Feasibility Evaluation Process and feasibility will be examined through reporting documentation, training questionnaires and impact feedback, review of process field notes. Semi-structured stakeholder interviews will qualitatively explore acceptability, implementation fidelity, barriers and facilitators, and contextual influences on delivery across sites. Table 2 below shows the alignment of intervention components with evaluation measures. Table 2 Alignment of intervention components with evaluation measures. Core element Evaluation focus Data Source and Type Relational foundation Engagement, reach, and consistency of contact Monthly mentor activity reports (quantitative descriptive data) Empowerment and voice Knowledge, confidence, and skills acquisition Parent/carer pre- and post-training questionnaires (quantitative and qualitative; Kirkpatrick Level 2) Navigation and advocacy Service access and onward engagement Mentor reports and referral records (quantitative and qualitative) Protective capacity Behavioural application of learning in parenting practice Parent/Carer Navigator Mentor reports (qualitative; Kirkpatrick Level 3) Planned transition Patterns of step-down and closure Dates of final contact and transition notes (quantitative descriptive) Reflective learning and adaptation Feasibility, acceptability, and implementation learning Document analysis, field notes, stakeholder interviews (qualitative) Oversight and quality assurance Fidelity, consistency, risk oversight, and implementation governance Supervision records (where available), Communities of Practice notes, process field notes, and document review (qualitative) plus delivery descriptors from activity reports (quantitative descriptive) Ultimate outcome Signals of change in risk and engagement Police Niche data (3 and 6 months) and school attendance/suspension/exclusion data (quantitative descriptive) Integration for Analysis Data from police records, school engagement, and mentor logs will be linked at the individual participant level (anonymised) to provide a comprehensive view of intervention engagement and preliminary signals of effect. Quantitative data (attendance rates, suspensions, exclusions, police contacts) will be complemented by qualitative insights from parent/carer interviews and mentor reports to inform feasibility, acceptability, and potential mechanisms of impact. Monitoring As a feasibility study, no interim efficacy analyses or early stopping rules are planned. However, participant safety and oversight of feasibility metrics are integral to study governance. Adverse events, defined as any untoward or unintended occurrence affecting a participant during the study (e.g. emotional distress when discussing sensitive topics), will be monitored throughout. In the unlikely event of a serious adverse event, i.e. events resulting in significant harm or substantial risk, will be managed in line with local safeguarding and reporting procedures. Engagement, retention, and feasibility indicators will be reviewed on an ongoing basis by the evaluation team. If an unexpected adverse event, ethical concerns, or practical issues arise that may compromise participant or mentor welfare, these will be escalated to the trial steering committee, which may recommend appropriate modifications to study procedures or, if necessary, early termination. Patient and Public Involvement Young people and parents/carers have contributed indirectly to the development of this feasibility study through consultation and feedback gathered during delivery of existing youth navigation and family support services within the Thames Valley. Insights from these discussions informed the focus on school engagement, relational mentoring, flexible delivery models, and the inclusion of parent/carer training to strengthen protective factors. The feasibility evaluation explicitly prioritises participant acceptability and engagement, and qualitative components will capture stakeholder perspectives to inform refinement. The Navigator Co-Ordinator, who has lived experience through a previous scheme, will undertake the youth and parent stakeholder interviews and will be part of the research team analysing the collective results. Study findings will be shared with community partners and service users in accessible formats i.e. plain English short report. 4. Ethical considerations Ethical conduct within this feasibility study aligns with the principles for pragmatic and applied research articulated by Goldstein et al. ( 30 ), adapted to a non-randomised, early-intervention design. Core ethical considerations include safeguarding participants, securing informed consent, data management, and supporting mentor wellbeing. Justification for Non-Randomised Design This study recruits young people CYP and parents who have already been identified as being at risk, which constitutes the eligibility criterion for participation. In this context, randomisation to mentorship conditions (youth mentorship, parent mentorship, combined mentorship, or no mentorship) is not considered ethical, as it would involve withholding potentially beneficial support from participants with identified need. Accordingly, a non-randomised design will be used in which young people and parents self-select into mentorship options. Blinding of participants or providers is also not feasible due to the relational and participatory nature of mentorship interventions. While this approach may result in differences between cohorts, this will be descriptively explored, with findings interpreted cautiously and considering potential self-selection effects. This design prioritises ethical obligations of beneficence and duty of care and reflects real-world service delivery. Safeguarding participants The study engages a potentially vulnerable population; however, the intervention is non-invasive, voluntary, and supportive, delivered in safe community settings. All eligible young people/families can self-select to receive support - either youth mentorship, parent/carer support, or both. There are no integral ‘non- treatment’ arms in this study. The potential incidental “Non-Engagement Group” may provide naturalistic comparison data but is not a withheld-treatment control. The interventions are evidence-informed and established, with the novel element being the focus on early engagement with potentially at-risk cohorts. Impact data collected is routine (police contacts, school attendance, suspensions, exclusions), minimising intrusion. Pre and post training questionnaires for parents/carers are optional, and anonymous. Training sessions for Parents/Carers is online – cameras do not need to be on; and name can be withheld. Stakeholder interviews – the aim is for one or two young people and one or two parents/carers for each area to be interviewed. This is optional, data will be anonymised and pseudonymised. Discussion will relate to support content and process and not case specifics. Securing informed consent Participation in this feasibility study is voluntary. Under the Serious Violence Duty, all young people identified as at risk of exploitation or criminal involvement through the Focused Diversion Panel are mandatorily offered support via youth mentorship, parent/carer training, or a combination of both. Whilst young people and parents will informally consent to the intervention through engagement, formal consent for this study is required for inclusion of personal data in the research evaluation. If consent is not given for data to be used in evaluation this does not compromise access to the intervention. Eligible young people and their parents/carers will be provided with information about the study (see supplementary material 4 - basic ‘flyer’, 5- participant information leaflet, and 6 - privacy statement) after referral and eligibility confirmation by the Focused Diversion Panel, but before any data is collected for research purposes. Consent discussions will take place in person, or remotely via secure video call, and will allow sufficient time for questions. One of the Navigator Mentors will have this conversation, and then link with the other as needed, according to the expression of interest from the parent/carer and/or young person. Informed consent/assent (see supplementary material 7) will be collected and documented by the Youth and/or Parent/Carer Navigator accordingly. Basic demographic data (age, sex, ethnicity, reason for eligibility) known at panel stage from police niche data or school referral data will be analysed in aggregate for all eligible young people including those who decline support or do not consent to personal data collection at the initial offer to provide a basic level of comparable insight for those who do and do not engage. Data management TVP is data manager. For the priority police data pathway Together[1] is data controller. There is a pre-existing/ongoing data-sharing agreement in place between these organisations. For the additional discretionary pathway the Local Authorities are data controllers. There are pre-existing/ongoing data-sharing agreements in place between these organisations. A named person in TVVPP will be responsible for identification of the eligible cohort through police Niche data and available demographic details (age, sex, locality). A named person in each LA will be responsible for identification of the eligible cohort according to additional discretionary pathways and available demographic details (age, sex, ethnicity). The same named person in TVVPP will cross reference for the police niche identified cohort in Niche (the Together database), intervention and non-participating, specifically looking at repeat contact with police at 3 months. The same named person in each LA will gain retrospective (previous academic year) and prospective school engagement data (3 months from date of engagement with the scheme). Each participant will be assigned a participant number for TVVPP tracking and therefore anonymised within the tracking documentation and at analysis. Only the named person within TVVPP will have access to the list that includes identifiers for tracking young people on niche. If a person responsible for a specific role in data management leaves, another person should be designated to ensure continuity and consistency. Data Storage Data will be stored on a password protected TVP sharepoint/Teams in a file with restricted access. Meetings between professionals i.e. mentor support groups will be held via Googlemeet, Zoom, or equivalent. Transcription facilities will be activated for note taking and shared with participants. Transcripts will be stored on a password protected TVP sharepoint/Teams in a file with restricted access. The parties are committed to confidentiality and will ensure that they are familiar with the Zoom Privacy Notice for Guest Speakers as well as any other relevant policies. No qualitative aspect of the mentor/young person contact will be collected. Data Handling All information will be recorded on secure data capture forms and stored in a closed folder with named access only within Teams on Thames Valley Police systems. No data will be shared externally. All researchers handling the data are TVP employees or hold honorary contracts with TVP. Data Retention A Memorandum of Understanding between TVVPP and OBU is in place for use of the de-identified data set for a period of 12 months beyond the end of data collection; this anonymised dataset will then be stored in a closed repository (Arkivum) for a minimum of 10 years in accordance with Oxford Brookes’ data storage policy. Supporting mentor well-being Mentors are carefully recruited with experience supporting young people with potential associated risks or parent/carer support. Mentors are embedded within local authority services, providing access to organisational support. Monthly supervision is provided by an experienced Mentor Supervisor to offer restorative and pragmatic guidance. Ethical Approval This study has been approved by the Thames Valley Police Evidence Based Panel November 2025. Use of artificial intelligence An artificial intelligence tool (ChatGPT; OpenAI, USA), based on a large language model, was used during manuscript preparation to assist with editing for clarity, organisation, and flow. No content was generated by artificial intelligence for the purposes of study design, data collection, analysis, or interpretation. All content decisions and final wording remain the responsibility of the authors. 5. Presentation of Results Results will be reported under three domains: feasibility, acceptability, and early signals of outcomes, with analyses focused on descriptive trends and implementation learning appropriate to a feasibility study. Feasibility will be assessed through descriptive analysis of recruitment, retention, and intervention delivery. This will include the number of participants approached, consented, and retained for the duration of the intervention offer, alongside patterns of engagement such as the frequency and duration of youth mentorship sessions and parent/carer training and mentor contacts. Process data will be used to examine the practicality of recruitment pathways, intervention delivery, and data collection procedures, and to identify key barriers and facilitators to implementation. Acceptability will be explored using qualitative feedback from young people, parents/carers, and mentors. Narrative summaries and thematic analysis will capture perceptions of the acceptability of recruitment processes, intervention content and delivery, and data collection methods, as well as participants’ experiences of engagement with the intervention components. Early signals of potential outcomes will be explored descriptively, recognising that the study is not powered to detect effectiveness. These will include engagement metrics (e.g. session completion, missed or partial sessions, and reasons for non-engagement), trends in engagement across intervention components, and preliminary descriptive statistics for outcome indicators - police contacts and educational engagement measures. Changes in parent/carer knowledge, confidence, and skills will be examined using pre- and post-training questionnaire data, alongside qualitative evidence of behavioural application from mentor and parent/carer reports. Descriptive comparisons across intervention groupings (youth mentorship only, parent/carer support only, and combined support) will be used to explore whether integrated delivery is associated with stronger early signals of change. 6. Dissemination Findings from this study will be disseminated to academic, policy, and practice audiences. A summary report will be shared with participating local authorities, delivery partners, and stakeholders to support service learning, inform commissioning discussions, and contribute to the design of a future definitive trial. Results will also be presented to practitioner and commissioning audiences through local and regional forums, workshops, or learning events. Academic dissemination will include submission of findings to a peer-reviewed journal and presentation at relevant conferences focused on youth justice, public health, safeguarding, or violence prevention. Outputs will focus on feasibility, acceptability, and implementation learning, in line with the study design. Accessible summaries of findings will be developed for young people, parents/carers, and community partners. Dissemination will contribute to the wider public health evidence base for early intervention, diversion, and violence prevention approaches, supporting translation of learning into policy and practice. 7. Discussion This study responds to a recognised gap in the evidence base for early, relationship-based interventions for young people at risk of exploitation or criminal involvement. By focusing on feasibility, acceptability, and implementation within real-world service settings, the study prioritises learning about how youth mentorship and parent/carer support can be delivered effectively through existing referral pathways. Exploration of early signals related to police contact and educational engagement will provide indicative insight into potential mechanisms of change, while remaining appropriately cautious given the feasibility design. The inclusion of both youth mentorship and parent/carer support allows examination of whether integrated delivery may strengthen engagement and early outcomes, alongside understanding where each component may function as a stand-alone intervention. In addition, the nested evaluation of parent/carer training will contribute evidence on knowledge acquisition and behavioural application, addressing a common evidence gap in family-focused prevention approaches. Together, these findings will support refinement of intervention components, outcome selection, and study procedures in preparation for a future definitive trial. Key strengths of this study include: The intervention spans multiple regions, enhancing applicability across diverse community contexts. The intervention design combines proven youth mentoring strategies with parent/carer training and mentorship, reflecting a family-systems approach that may strengthen outcomes. By addressing risk factors early, the intervention aims to reduce future adverse outcomes such as school exclusion, disengagement, and police contact. The approach is youth-led and participant-centred, actively involving young people in shaping their support, which is associated with higher engagement and effectiveness. Parent/carer involvement is integrated and evaluated, enabling potential added value from combined family and youth support. All eligible participants are offered support, ensuring ethical and inclusive delivery. The intervention is embedded within existing, well-established community structures, supporting sustainability, rapid implementation, and alignment with local services. The study design prioritises feasibility, acceptability, and early signals of effect, providing critical insight for the planning of a future definitive trial. Potential limitations The original plan to recruit 10–15-year-olds with ≥2 police contacts in the past 3 or 6 months proved unfeasible due to low prevalence. Recruitment was therefore expanded to include those meeting the same criteria within a 12-month period and supplemented by locally agreed, Home Office-guided discretionary referral pathways, identifying young people with relevant risk indicators beyond police contact alone. While this broadens eligibility and ensures sufficient numbers, it may dilute the observable impact of the intervention. The intervention is implemented within existing local services, which vary across the five sites. Some areas may already provide similar support, particularly for youth mentorship or family engagement, potentially reducing measurable differences between groups. Feasibility data will help clarify contextual factors and service overlap. As a feasibility study with a modest sample size (circa 220 participants), the study may be underpowered to detect effects on police contact or educational outcomes. Quantitative findings will be interpreted as early signals rather than definitive evidence. Any variability in school data collection and reporting practices may introduce inconsistencies in attendance, suspension, and exclusion measures. Collaboration with schools and structured data capture procedures aim to minimise this possibility. Evaluation of each component relies on engagement and uptake; families who decline or partially participate may limit evaluation of each and combined intervention effects. Qualitative feedback will provide insight into barriers and facilitators to engagement. Generalisability may be constrained to Thames Valley settings and similar UK contexts, particularly given local service structures and multi-agency partnerships. Lessons learned will, however, inform wider scalability and trial design. Conclusion This feasibility study will generate pragmatic evidence on the delivery, acceptability, and early signals of impact of focused youth mentorship and parent/carer support embedded within routine multi-agency systems. The findings will inform the design of a future definitive trial by clarifying recruitment pathways, engagement patterns, outcome measures, and the potential added value of integrated delivery. More broadly, the study will contribute to scalable, evidence-informed approaches to early intervention and diversion for vulnerable young people, supporting policy, practice, and public health responses to youth violence and exploitation. Declarations Conflict of interest The authors declare that they have no conflicts of interest. Ethics approval and consent to participate This study has been reviewed and approved by the Thames Valley Police Evidence Based Panel (November 2025). Written informed consent will be obtained from all participating parents/carers, and assent/consent will be obtained from participating young people in line with age-appropriate procedures and applicable guidance. Consent for publication Not applicable. Availability of data and materials Not applicable. No datasets were generated or analysed at the time of protocol submission. Data availability for the completed study will be considered in line with relevant governance, safeguarding requirements, and data-sharing agreements. Competing interests The authors declare that they have no competing interests. Funding This study is funded by the Home Office via the Thames Valley Violence Prevention Partnership. The funder and partnership stakeholders contributed to the development of the intervention model and the study design as part of routine programme commissioning and co-production. The research team retains responsibility for study delivery, analysis, interpretation of findings, and final decisions regarding manuscript content and publication. Authors’ contributions SB led the development of the protocol and secured study funding. JS co-designed the study. ZD provided statistical input and contributed to ethics processes. AG provided discipline-specific criminology input and external review. All authors contributed to drafting the manuscript and approved the final version. Acknowledgements The authors acknowledge the support of the Thames Valley Violence Prevention Partnership, participating local authorities, and delivery partners involved in the development and delivery of this feasibility study. The authors also thank colleagues at Oxford Brookes University for their academic support and advice. References Youth Endowment Fund. Beyond the headlines: Trends in violence affecting children [Internet]. London (UK): Youth Endowment Fund; 2024 [cited 2026 Feb 2]. Available from: https://youthendowmentfund.org.uk/wp-content/uploads/2024/07/YEF_BeyondtheHeadlines_2024.pdf Cornish R, Brennan I. Exclusion from school and risk of serious violence: a target trial emulation study. Br J Criminol. 2025;azaf015. doi: 10.1093/bjc/azaf015 Centre for Social Justice. School absence risks tidal wave of youth crime, CJS analysis reveals [Internet]. 2023 [cited 2026 Feb 2]. Available from: https://www.centreforsocialjustice.org.uk/newsroom/school-absence-risks-tidal-wave-of-youth-crime-csj-analysis-reveals Prince A. Use of a community-based mentoring program to reduce juvenile delinquency and crime in adolescents [dissertation on the Internet]. Minneapolis (MN): Walden University; 2024 [cited 2026 Feb 2]. Available from: https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=17509&context=dissertations Cattan S, Costa-Dias M, Edbrooke-Childs J, et al. Your Choice: a cluster randomised-controlled trial of a CBT-informed violence reduction programme [Internet]. 2023 [cited 2026 Feb 2]. Available from: https://youthendowmentfund.org.uk/wp-content/uploads/2023/10/YEF.-Your-Choice-Pilot .-October-2023-2.pdf Sanders MR, Kirby JN, Tellegen CL, Day JJ. The Triple P-Positive Parenting Program: a systematic review and meta-analysis of a multi-level system of parenting support. Clin Psychol Rev. 2014;34(4):337–357. doi: 10.1016/j.cpr.2014.04.003 Kumpfer KL, Brown JL. A parenting behavior intervention (the Strengthening Families Program) for families: noninferiority trial of different program delivery methods. JMIR Pediatr Parent. 2019;2(2):e14751. doi: 10.2196/14751 Stevens J, Olphin T. What Works Series: NEET to EET mentoring rapid evidence review [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2024 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/project/evidence-and-research-review-mentoring-into-education-employment-and-training/ Bekaert S, Cook G. Thames Valley Hospital Navigator Scheme: Phase II evaluation [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2024 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/wp-content/uploads/2024/07/Thames-Valley-Hospital-Navigator-Scheme-Phase-II-Evaluation-Report-July-2024-1.pdf Olphin T, Reed K. What Works Series: School Navigators Project [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2024 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/project/schools-navigator-evaluation-report/ Olphin T, Bottomley S, Webb A, Stock M. What Works Series: Focused deterrence 12 month findings [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2024 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/project/focused-deterrence-evaluation-report/ Bekaert S, Raju T. ‘It’s just something we live with, it’s part of our story now’ – Exploring the impact of parental incarceration on the family; a pilot interview study with mothers, carers, and children [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2025 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/project/paramount/ Bekaert S, Olphin T, Massie R, Norris J. Descriptive multi-methods analysis of children affected by parental imprisonment and the people who care for them between 2021 and 2024 [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2025 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/project/paramount/ Bekaert S, Massie R. The Thames Valley Operation Paramount Toolkit: A toolkit to assist in local implementation of a pathway to recognise and offer support to children and families affected by parental imprisonment [Internet]. Kidlington (UK): Thames Valley Violence Prevention Partnership; 2025 [cited 2026 Feb 2]. Available from: https://www.tvvpp.co.uk/project/paramount/ DuBois DL, Portillo N, Rhodes JE, Silverthorn N, Valentine JC. How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychol Sci Public Interest. 2011;12(2):57–91. doi: 10.1177/1529100611414806 Tolan PH, Henry DB, Schoeny MS, Bass A, Lovegrove P, Nichols E. Mentoring interventions to affect juvenile delinquency and associated problems: a systematic review. Campbell Syst Rev. 2013;9(1):1–158. doi: 10.4073/csr.2013.10 Olsson TM, Långström N, Skoog T, Andrée Löfholm C, Leander L, Brolund A, Ringborg A, Nykänen P, Syversson A, Sundell K. Systematic review and meta-analysis of noninstitutional psychosocial interventions to prevent juvenile criminal recidivism. J Consult Clin Psychol. 2021;89(6):514–527. doi: 10.1037/ccp0000652 Gaffney H, Jolliffe D, White H. Mentoring: toolkit technical report [Internet]. Youth Endowment Fund; 2022 [cited 2026 Feb 2]. Available from: https://youthendowmentfund.org.uk/wp-content/uploads/2022/10/Mentoring-Technical-Report_Final.pdf Rowland J, et al. Multi-site trial: short term mentoring. Efficacy trial report [Internet]. Youth Endowment Fund; 2024 [cited 2026 Feb 2]. Available from: https://youthendowmentfund.org.uk/wp-content/uploads/2024/10/YEF.-MST-Mentoring.-Efficacy-Trial.-October-2024.pdf Farrington DP, Welsh BC. Family-based prevention of offending: a meta-analysis. Aust N Z J Criminol. 2003;36(2):127–151. doi: 10.1375/acri.36.2.127 Piquero AR, Farrington DP, Welsh BC, Tremblay RE, Jennings WG. Effects of early family/parent training programs on antisocial behavior and delinquency. J Exp Criminol. 2009;5(2):83–120. doi: 10.1007/s11292-009-9072-x Webster-Stratton C, Reid MJ, Hammond M. Preventing conduct problems, promoting social competence: a parent and teacher training partnership in Head Start. J Clin Child Psychol. 2001;30(3):283–302. doi: 10.1207/S15374424JCCP3003_2 Kumpfer KL, Magalhães C, Xie J. Cultural adaptation and implementation of family evidence-based interventions with diverse populations. Prev Sci. 2017;18(6):649–659. doi: 10.1007/s11121-016-0719-3 Gaffney H, Farrington DP, White H. Focused deterrence: toolkit technical report [Internet]. Youth Endowment Fund; 2021 [cited 2026 Feb 2]. Available from: https://youthendowmentfund.org.uk/wp-content/uploads/2025/03/YEF_Focused_Deterrence_Guidance.pdf Kirkpatrick DL, Kirkpatrick JD. Evaluating training programs: the four levels. 3rd ed. San Francisco (CA): Berrett-Koehler Publishers; 2006. Eldridge SM, Chan CL, Campbell MJ, Bond CM, Hopewell S, Thabane L, Lancaster GA; PAFS Consensus Group. CONSORT 2010 statement: extension to randomised pilot and feasibility trials. BMJ. 2016;355:i5239. doi: 10.1136/bmj.i5239 Home Office. Serious violence strategy [Internet]. London (UK): Home Office; 2018 [cited 2026 Feb 2]. Available from: https://assets.publishing.service.gov.uk/media/5acb21d140f0b64fed0afd55/serious-violence-strategy.pdf Youth Endowment Fund. Application guidance [Internet]. Youth Endowment Fund; 2022 [cited 2026 Feb 2]. Available from: https://youthendowmentfund.org.uk/wp-content/uploads/2022/06/YEF_TIP_ApplicationGuidance_5.pdf Clutterbuck D. Everyone needs a mentor: fostering talent in your organisation. 5th ed. London (UK): Chartered Institute of Personnel and Development; 2008. p. 3–5. Goldstein CE, Weijer C, Brehaut JC, Fergusson DA, Grimshaw JM, Horn AR, Taljaard M. Ethical issues in pragmatic randomized controlled trials: a review of the recent literature identifies gaps in ethical argumentation. BMC Med Ethics. 2018;19:14. doi: 10.1186/s12910-018-0253-x Footnotes Thames Valley Together (TVT) is an independent multi-agency data-sharing platform. Hosted on Microsoft Azure with strong data protection measures, TVT enables secure, real-time sharing of personal and community data across agencies including police, local authorities, health services, HM Prisons & Probation, and fire services. The platform supports the UK’s Serious Violence Duty by facilitating early identification of at-risk individuals and enabling targeted interventions. Additional Declarations No competing interests reported. Supplementary Files Supplementarymaterial2Parenttrainingpresessionquestionnaire.docx Supplementarymaterial5FDivparentsupportParticipantInfo.docx Supplementarymaterial1CONSORTextensionfeasibilityFDivparentingThamesValley.doc Supplementarymaterial7FDivparentsupportconsentforms.docx Supplementarymaterial4FDivParentsupportFlyer.docx Supplementarymaterial6FDivparentsupportPrivacyStatement.docx Supplementarymaterial3Parenttrainingpostsessionquestionnaire.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 16 Apr, 2026 Reviewers agreed at journal 06 Apr, 2026 Reviewers invited by journal 13 Mar, 2026 Editor assigned by journal 11 Feb, 2026 Submission checks completed at journal 11 Feb, 2026 First submitted to journal 02 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Non-Randomised Cohort Feasibility Study Protocol","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eYouth crime and violence remain a pressing public health concern in the United Kingdom (UK), with increases in knife-related incidents, gang involvement, school exclusions, and reoffending. In 2022–23, 69% of youth murders involved knives, rising to 82% among teenagers aged 13–19 (\u003cspan class=\"CitationRef\"\u003e1\u003c/span\u003e). Teenagers permanently excluded from school are twice as likely to commit serious violence within a year compared to those suspended (\u003cspan class=\"CitationRef\"\u003e2\u003c/span\u003e). It has been suggested that post-Covid rises in school absence could contribute to 9,000 additional young people becoming involved in crime by 2027 (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe UK Government established 18 Violence Reduction Units (VRUs) in 2018 as multi-agency partnerships addressing serious youth violence through prevention and early intervention; integrating police, local authorities, education, health, and community organisations. Evidence shows that community-based interventions providing mentoring, outreach, and support in schools, hospitals, and custody settings reduce crime and improve outcomes (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e). For example, the London VRU programme \"Your Choice\" supported over 2,500 high-risk 11–17-year-olds, demonstrating strong engagement and potential reductions in behavioural difficulties and violence (\u003cspan class=\"CitationRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eParent and carer support programmes also strengthen protective factors, improve family functioning, and reduce risk behaviours (\u003cspan class=\"CitationRef\"\u003e6\u003c/span\u003e). Initiatives such as Strengthening Families and Parenting with Care provide guidance on recognising risks, managing challenging behaviour, and fostering supportive home environments. Early evaluations suggest such programmes enhance parental confidence, skills, and engagement with services, contributing to reductions in children’s behavioural difficulties and risky activity involvement (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cb\u003eThe Thames Valley Violence Prevention Partnership\u003c/b\u003e \u003c/p\u003e \u003cp\u003eOver recent years, the Thames Valley Violence Reduction Unit, now the Violence Prevention Partnership (VPP), has adopted a family systems approach to preventing youth violence, recognising that young people’s behaviour is influenced by their broader social and family context. The Thames Valley VPP has built a strong evidence base in early intervention, mentoring, and targeted deterrence programmes, focusing support at critical moments of risk. A systematic literature review showed that effective mentoring for NEET (Not in Education Employment or Training) youth is long-term, personalised, and guided by the young person’s goals (\u003cspan class=\"CitationRef\"\u003e8\u003c/span\u003e) – this ethos underpins all Thames Valley VPP youth support. Interventions include the Thames Valley Hospital Navigator Scheme which supported vulnerable individuals attending emergency departments, with 70% engagement, 75% receiving sustained mentoring, and repeat emergency department visits falling by 77%, alongside support with housing, education, employment, and mental health (\u003cspan class=\"CitationRef\"\u003e9\u003c/span\u003e). The Schools Navigator programme (2022–2025) targeted students at first suspension, reducing repeat suspensions by 17.5% and overall suspensions by 11.5% (\u003cspan class=\"CitationRef\"\u003e10\u003c/span\u003e). For high-harm offending, a focused deterrence model reduced overall crime harm by 54%; among under-18s, harm scores fell by 70%, knife-related offences as suspects by 60%, and as victims by 75% (\u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe VPP’s family systems approach extends to parental support through accessible resources, including bite-size learning videos on exploitation and online harm; the Stay True to You campaign - a youth-focused initiative encouraging young people to resist pressure, make positive choices, and ‘stay true’ to their values to avoid exploitation and harm; and Operation Paramount - connecting families of incarcerated parents with trauma-responsive support via Children Heard and Seen (\u003cspan class=\"CitationRef\"\u003e12\u003c/span\u003e–\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e). Together, these initiatives demonstrate the VPP’s commitment to early, targeted support within the ecological systems shaping young people’s lives.\u003c/p\u003e \u003cp\u003e \u003cb\u003eThe wider evidence base\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe Thames Valley prevention and early intervention model is underpinned by a robust evidence base demonstrating the benefits of targeted youth mentorship, and family-inclusive interventions. Meta-analyses and systematic reviews show that mentoring has a medium-sized positive effect on youth outcomes, with targeted, skills-based approaches that are linked to the young person’s specific challenges producing stronger results than generic programmes (\u003cspan class=\"CitationRef\"\u003e15\u003c/span\u003e–\u003cspan class=\"CitationRef\"\u003e17\u003c/span\u003e). Mentoring can reduce delinquency and recidivism by 9–13% and combining mentoring with further support such as cognitive behavioural therapy or educational interventions can enhance impact. Evidence in the United Kingdom (UK) indicates mentoring can moderately reduce youth violence by 10–30%, with longer-term programmes (≥ 6 months) yielding more substantial outcomes. Short-term interventions can improve self-confidence, problem-solving, teamwork, and emotional regulation among at-risk youth (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEvidence also supports family- and parent-focused interventions. Meta-analyses report reductions in offending of 28% (\u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e) and moderate effect sizes for early intervention parent training (\u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e). Well-established programmes such as Incredible Years and the Strengthening Families Program improve parenting practices, child social skills, and reduce behavioural challenges, alongside favourable cost-benefit returns (\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e23\u003c/span\u003e). Parenting programmes typically produce small-to-moderate reductions in youth behavioural difficulties and can provide added value when combined with youth mentoring (\u003cspan class=\"CitationRef\"\u003e24\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBuilding on this evidence, the current study focuses on feasibility and early outcome signals for improved school engagement and reduced police contact for two parallel interventions: a youth-led mentorship programme via a Focused Diversion Youth Navigator Mentor, and parent/carer awareness training supported by a dedicated Parent Navigator Mentor. The Focused Diversion Youth Navigator Mentorship offering biweekly, young person-led mentoring to build trust, motivate engagement, and connect with community services; and Parent/Carer Training and Navigator Mentorship, providing awareness training on child exploitation alongside mentor support to strengthen parental capacity and protective factors at home.\u003c/p\u003e \u003cp\u003e \u003cb\u003eStudy aims\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis study is aligned with the UK government’s early intervention and prevention agenda and targets young people aged 10–15 who are vulnerable to school disengagement, criminal involvement, or exploitation. It explores the feasibility and acceptability of combining Focused Diversion Youth Mentorship with parent/carer training and mentorship, and whether these approaches can be delivered effectively in Local Authorities in the Thames Valley.\u003c/p\u003e \u003cp\u003e \u003cb\u003ePrimary Aims\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo assess whether the study procedures, recruitment pathways, intervention delivery, and data collection methods for youth mentorship and parent/carer support are feasible and acceptable to participants, mentors, and stakeholders.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo generate reliable estimates of engagement rates, intervention uptake, and outcome variability, informing the design of a future definitive trial. Variability in intervention uptake i.e. youth only, parent only, youth and parent, none brings the potential to examine the added value of parent/carer support alongside youth mentorship as well as an unplanned non-engagement comparator.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eSecondary Aims\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo explore early signals of potential impact on young people’s engagement with education (attendance, suspensions, exclusions) and informal police contact at 3 months post-intervention.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo evaluate the parent/carer training component using the four elements within the Kirkpatrick Model (\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e "},{"header":"2. Method","content":"\u003cp\u003eThis feasibility study has been planned and will be reported in accordance with the \u003cem\u003eCONSORT 2010 Statement: extension to randomised pilot and feasibility trials\u003c/em\u003e (\u003cspan class=\"CitationRef\"\u003e26\u003c/span\u003e) – adapting to protocol stage. Please see supplementary material 1 for checklist.\u003c/p\u003e\u003cp\u003e \u003cb\u003eContext\u003c/b\u003e \u003c/p\u003e\u003cp\u003eThe Home Office have devolved monies to the Office of the Police and Crime Commissioner (OPCC) as part of the Serious Violence Strategy (\u003cspan class=\"CitationRef\"\u003e27\u003c/span\u003e). Thames Valley Violence Prevention Partnership (TVVPP) has been commissioned to undertake this evaluation with further academic support from Oxford Brookes University within the Local Authority offer.\u003c/p\u003e\u003cp\u003eThe study is being carried out across five Local Authority (LA) areas of the Thames Valley: Bracknell Forest, Royal Borough of Windsor and Maidenhead, Slough, West Berkshire, Wokingham.\u003c/p\u003e\u003cp\u003eEach area is required to set up a Focused Diversion Panel, as part of a wider programme of provision, to consider support for the young people referred. Focused Diversion Panel membership should be considered as flexible and determined by each local area, but must include representatives from each of the following agencies at minimum: Thames Valley Police, Youth Justice, Children’s Services, Education. Considerations for membership from additional agencies may include Early Help, Housing and Health, among others. LAs may already have such a panel in place, the young people recruited into the study can be considered in an existing panel. LAs may set up a temporary panel to consider the evaluation cohort only.\u003c/p\u003e\u003cp\u003e \u003cb\u003eSample Size\u003c/b\u003e \u003c/p\u003e\u003cp\u003eThis study is a feasibility evaluation and is not powered to detect definitive intervention effects. Approximately 220 young people and their families across the Thames Valley will be included. All participants, including those who partially engage or disengage, will remain in the study to reflect real-world implementation, and information on non-engagement will inform future trial design.\u003c/p\u003e\u003cp\u003e \u003cb\u003eEligibility criteria\u003c/b\u003e \u003c/p\u003e\u003cp\u003eYoung people will be eligible to participate if they are aged 10–15 years, with eligibility commencing from their 10th birthday and ending on the day before their 16th birthday. This age range reflects the period of early adolescence during which disengagement from school and early contact with the police may emerge, and where preventive, non-statutory intervention is most likely to be effective.\u003c/p\u003e\u003cp\u003eParticipants must be resident within the Thames Valley area, ensuring alignment with the geographical remit of the intervention, local commissioning arrangements, and service delivery infrastructure.\u003c/p\u003e\u003cp\u003eEligibility will require identification through priority police data, defined as having had two or more contacts with the police without a formal criminal justice outcome within the previous 12 months. Young people awaiting a decision on a police charge may be included, provided no statutory outcome has been determined, to allow timely engagement during a critical intervention window. This criterion identifies young people experiencing repeated low-level police contact, signalling elevated vulnerability and risk of escalation while retaining an opportunity for early diversion.\u003c/p\u003e\u003cp\u003eYoung people may also be referred via an additional discretionary pathway, based on recognised indicators of vulnerability and risk, in line with Youth Endowment Fund guidance (28[p8-9]) - see Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e. LA areas are at liberty to choose discretionary pathways according to local need, however consultation with the participating LAs suggests challenges in school engagement as universal preferred pathway.\u003c/p\u003e\u003cp\u003eParticipants must not be in receipt of statutory services from Youth Justice or Children’s Social Care at the point of referral and if assessed as requiring statutory intervention by the Focused Diversion Panel the child/family should be referred accordingly but is no longer eligible for the study. This ensures the intervention complements, rather than duplicates or replaces, statutory provision and remains targeted at those suitable for voluntary, preventative support.\u003c/p\u003e\u003cp\u003eYoung people who are already receiving other forms of non-statutory support may still be included, ensuring the intervention operates alongside existing provision rather than replacing it.\u003c/p\u003e\u003cp\u003e \u003cb\u003eExclusion criteria\u003c/b\u003e \u003c/p\u003e\u003cp\u003eYoung people will be excluded if they are under 10 or over 15 years of age, reside outside the Thames Valley, or are currently receiving statutory services or assessed by the Focused Diversion Panel as requiring statutory support.\u003c/p\u003e\u003cp\u003eYoung people will also be excluded if they have had fewer than two police contacts without formal outcome in the previous 12 months, have received a formal police outcome during that period, or do not meet discretionary referral indicators. This ensures the study population reflects the intended focus on early intervention among those at increased risk but below statutory thresholds.\u003c/p\u003e\u003cp\u003e \u003cb\u003eReferral and allocation\u003c/b\u003e \u003c/p\u003e\u003cp\u003eFollowing panel approval, referral into the study will proceed on a voluntary basis. Young people and/or their parents or carers will be offered information about the available support and may self-select into one of three options: Parent/Carer Training and Parent/Carer Navigator Mentorship only; Focused Diversion Youth Navigator Mentorship only; or a combination of both interventions. This flexible allocation approach reflects real-world service delivery and supports engagement based on individual and family preference.\u003c/p\u003e\u003cp\u003eOnce a parent/carer or young person has expressed interest, initial contact by the relevant Navigator Mentor (youth and/or parent) will be initiated within two working days. Early contact is intended to support timely relationship-building and navigation to appropriate services.\u003c/p\u003e\u003cp\u003e \u003cb\u003eChange of circumstance during the study/the need for longer term mentor support\u003c/b\u003e \u003c/p\u003e\u003cp\u003eIf, during the mentorship support the young person has police contact with formal outcome, or a decision on a charge indicates youth justice support, or circumstances suggest social care involvement the mentor will liaise with the relevant service as to subsequent process i.e. dual support with gradual handover or immediate handover, on a case-by-case basis.\u003c/p\u003e\u003cp\u003eSimilarly, if it appears that it will not be possible to link the young person into community support provision and more than three months mentorship/support is required, referral into a medium to long term support agency such as Early Help should be considered for and discussed with the young person and their parent/carer.\u003c/p\u003e\u003cp\u003eYoung people who are eligible for consideration at the FDiv panel will be identified Dec 2025-March 2026.\u003c/p\u003e\u003cp\u003e \u003cb\u003eIntervention\u003c/b\u003e \u003c/p\u003e\u003cp\u003eThe intervention comprises two complementary components: Focused Diversion Youth Navigator Mentorship for young people and Parent/Carer Training and Navigator Mentorship for parents and carers. Together, these interventions aim to reduce risk, strengthen protective factors, and facilitate sustained engagement with appropriate community-based support.\u003c/p\u003e\u003cp\u003e \u003cb\u003eFocused Diversion Youth Navigator Mentorship\u003c/b\u003e \u003c/p\u003e\u003cp\u003eYoung people will be offered short-term, relationship-based mentorship delivered by a dedicated Youth Navigator Mentor for a maximum duration of 12 weeks. Engagement will typically consist of a minimum of biweekly, young person-led sessions, delivered flexibly in locations suitable to the young person. The approach prioritises trust-building, collaborative goal-setting, and empowerment, drawing on NEET to EET mentoring evidence (\u003cspan class=\"CitationRef\"\u003e8\u003c/span\u003e) and learning from the Thames Valley Hospital Navigator Scheme (9). Mentoring is informed by Clutterbuck’s (\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e) developmental mentoring model, supporting progression towards independence through listening support, motivational engagement, advocacy, and facilitative navigation to community services. Mentors clearly set expectations at the outset regarding role, remit, frequency, and outcomes. The primary aim is to support the young person’s engagement with sustainable community support; once this is achieved, contact is gradually reduced, with a planned transition period of approximately one month where appropriate.\u003c/p\u003e\u003cp\u003e \u003cb\u003eParent/Carer Training and Navigator Mentorship\u003c/b\u003e \u003c/p\u003e\u003cp\u003eParents and carers will be offered a complementary intervention comprising a one-hour online awareness training session delivered by the Thames Valley VPP Training Lead, alongside short-term Parent/Carer Navigator Mentorship over a maximum period of four weeks. Training is delivered on an ad-hoc, rapid-response basis for groups of four or more parents/carers and uses a strengths-based, practical approach to increase awareness of child exploitation, risk recognition, safeguarding, and protective parenting strategies. Following training, parents/carers are supported through up to four mentor-led sessions focused on consolidating learning, strengthening confidence and skills, supporting meaningful conversations with young people, and facilitating engagement with relevant community and support services. Delivery is flexible and relational, using motivational engagement, talking support, and facilitative approaches. Expectations are clarified at the outset to ensure transparency.\u003c/p\u003e\u003cp\u003e \u003cb\u003eMonitoring and oversight\u003c/b\u003e \u003c/p\u003e\u003cp\u003eIntervention delivery will be supported through structured monitoring and oversight processes. The project coordinator will liaise with Youth and Parent/Carer Navigator Mentors on at least a monthly basis to discuss implementation progress and process. In addition, monthly online Communities of Practice will be convened (via Microsoft Teams or Zoom) to facilitate reflective learning, consistency of practice, and shared problem-solving across sites.\u003c/p\u003e\u003cp\u003e \u003cb\u003eMethod conceptual summary\u003c/b\u003e \u003c/p\u003e\u003cp\u003ePlease see the conceptual Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e below that sets out the core elements of the intervention, how these are to be enacted in practice, and the change they are intended to produce.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\u003ctable id=\"Tab1\" border=\"1\"\u003e \u003ccaption\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudy Conceptual Table\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003c/colgroup\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\"\u003e \u003cp\u003eCore element\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eWhat this looks like in practice\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\"\u003e \u003cp\u003eIntended change\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eRelational foundation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eTime-limited, relationship-based Youth and Parent/Carer Navigator Mentorship delivered flexibly, prioritising trust, consistency, and young person/parent-led engagement, informed by developmental mentoring principles.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eIncreased trust, engagement, and willingness to seek and accept support.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eEmpowerment and voice\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eYoung people shape goals and decisions; parents/carers build confidence and skills through strengths-based training and mentoring.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eIncreased agency, confidence, and problem-solving capacity.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eNavigation and advocacy\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003ePractical support to access, attend, and engage with appropriate community services; advocacy and joint working where required.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eReduced barriers to support and improved service uptake.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eProtective capacity\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eParent/carer training and mentoring focused on safeguarding awareness, risk recognition, and meaningful conversations with young people.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eStrengthened family protective factors and improved safety awareness.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003ePlanned transition\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eGradual step-down of mentor contact once sustained engagement with community support is established, with a supported transition period.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eIncreased independence and sustained engagement beyond the intervention.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eReflective learning and adaptation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eOngoing monitoring, mentor reporting, process review, and stakeholder reflection used to understand engagement, feasibility, and early indicators of change during the pilot phase.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eImproved understanding of what works, for whom, and under what conditions, to inform refinement and potential scale-up.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eOversight and quality assurance\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eEmbedded mentors, regular supervision, structured reporting, and communities of practice to support consistency, risk management, and reflective learning.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eSafe, high-quality, and accountable intervention delivery.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\"\u003e \u003cp\u003e\u003cb\u003eUltimate outcome\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eReduced risk, strengthened protective factors, and improved safety and wellbeing for young people.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\"\u003e \u003cp\u003eLong-term resilience and reduced vulnerability to harm.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/table\u003e\u003c/div\u003e"},{"header":"3. Evaluation Measures","content":"\u003cp\u003eA mixed-methods evaluation will assess intervention delivery, early indicators of change, and feasibility. Given the feasibility design, analysis will focus on descriptive trends and implementation learning rather than statistically powered outcomes.\u003c/p\u003e \u003cp\u003e \u003cb\u003eMonitoring and Activity Data\u003c/b\u003e \u003c/p\u003e \u003cp\u003eNavigator Mentors will complete monthly activity reports using anonymised case identifiers. Data will include participant demographics (age, sex, ethnicity), dates of first and final contact, total number of mentoring sessions delivered, and session-level information (date, mode, planned or ad hoc contact, duration, and focus areas). Parent/carer training attendance will be recorded. In addition, early disengagement of both young people and parents will be noted alongside reasons, where provided. For young people, onward referrals to community and support services will also be captured. These data will be used to describe reach, dose, and engagement patterns.\u003c/p\u003e \u003cp\u003e \u003cb\u003eOutcomes and Early Indicators of Change\u003c/b\u003e \u003c/p\u003e \u003cp\u003eEvaluation of the parent/carer components is informed by the Kirkpatrick model of training evaluation, with emphasis on learning and behavioural application. The four levels are:1. Reaction (participants\u0026rsquo; immediate responses to the training), 2. Learning (what knowledge, skills or attitudes they acquire), 3. Behaviour (the degree to which they have been able apply what they learned in practice), and 4. Results (the degree to which the training contributes to wider organisational or programme-level outcomes, such as improved performance or desired change) (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e \u003cp\u003ePre- and post-training online questionnaires will assess changes in knowledge, confidence, and skills related to safeguarding and protective parenting (quantitative and qualitative; Kirkpatrick Level 1 \u0026amp; 2). See supplementary materials 2 \u0026amp; 3. Mentor reports will capture qualitative evidence of behavioural application, engagement, and use of learning in day-to-day parenting practice (Kirkpatrick Level 3).\u003c/p\u003e \u003cp\u003eFor the young people who engage with mentorship anonymised Niche police data will be cross-referenced at 3- and 6-month follow-up points to explore early signals of change (quantitative descriptive). In addition, attendance, suspensions, and exclusions data (count data) will be collected via liaison with schools, using 12-month retrospective and 3-month prospective periods \u0026ndash; from date of young person\u0026rsquo;s engagement with mentorship. Data will be gathered for all identified cases, including non-engagers and those receiving parent/carer support only, and used as early indicators only for intervention efficacy.\u003c/p\u003e \u003cp\u003e \u003cb\u003eProcess and Feasibility Evaluation\u003c/b\u003e \u003c/p\u003e \u003cp\u003eProcess and feasibility will be examined through reporting documentation, training questionnaires and impact feedback, review of process field notes. Semi-structured stakeholder interviews will qualitatively explore acceptability, implementation fidelity, barriers and facilitators, and contextual influences on delivery across sites. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e below shows the alignment of intervention components with evaluation measures.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAlignment of intervention components with evaluation measures.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCore element\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEvaluation focus\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eData Source and Type\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRelational foundation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEngagement, reach, and consistency of contact\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMonthly mentor activity reports (quantitative descriptive data)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEmpowerment and voice\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKnowledge, confidence, and skills acquisition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eParent/carer pre- and post-training questionnaires (quantitative and qualitative; Kirkpatrick Level 2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eNavigation and advocacy\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eService access and onward engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMentor reports and referral records (quantitative and qualitative)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eProtective capacity\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBehavioural application of learning in parenting practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eParent/Carer Navigator Mentor reports (qualitative; Kirkpatrick Level 3)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePlanned transition\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePatterns of step-down and closure\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDates of final contact and transition notes (quantitative descriptive)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eReflective learning and adaptation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFeasibility, acceptability, and implementation learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDocument analysis, field notes, stakeholder interviews (qualitative)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOversight and quality assurance\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFidelity, consistency, risk oversight, and implementation governance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSupervision records (where available), Communities of Practice notes, process field notes, and document review (qualitative) plus delivery descriptors from activity reports (quantitative descriptive)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eUltimate outcome\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignals of change in risk and engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePolice Niche data (3 and 6 months) and school attendance/suspension/exclusion data (quantitative descriptive)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eIntegration for Analysis\u003c/b\u003e \u003c/p\u003e \u003cp\u003eData from police records, school engagement, and mentor logs will be linked at the individual participant level (anonymised) to provide a comprehensive view of intervention engagement and preliminary signals of effect.\u003c/p\u003e \u003cp\u003eQuantitative data (attendance rates, suspensions, exclusions, police contacts) will be complemented by qualitative insights from parent/carer interviews and mentor reports to inform feasibility, acceptability, and potential mechanisms of impact.\u003c/p\u003e \u003cp\u003e \u003cb\u003eMonitoring\u003c/b\u003e \u003c/p\u003e \u003cp\u003eAs a feasibility study, no interim efficacy analyses or early stopping rules are planned. However, participant safety and oversight of feasibility metrics are integral to study governance.\u003c/p\u003e \u003cp\u003eAdverse events, defined as any untoward or unintended occurrence affecting a participant during the study (e.g. emotional distress when discussing sensitive topics), will be monitored throughout. In the unlikely event of a serious adverse event, i.e. events resulting in significant harm or substantial risk, will be managed in line with local safeguarding and reporting procedures.\u003c/p\u003e \u003cp\u003eEngagement, retention, and feasibility indicators will be reviewed on an ongoing basis by the evaluation team. If an unexpected adverse event, ethical concerns, or practical issues arise that may compromise participant or mentor welfare, these will be escalated to the trial steering committee, which may recommend appropriate modifications to study procedures or, if necessary, early termination.\u003c/p\u003e \u003cp\u003e \u003cb\u003ePatient and Public Involvement\u003c/b\u003e \u003c/p\u003e \u003cp\u003eYoung people and parents/carers have contributed indirectly to the development of this feasibility study through consultation and feedback gathered during delivery of existing youth navigation and family support services within the Thames Valley. Insights from these discussions informed the focus on school engagement, relational mentoring, flexible delivery models, and the inclusion of parent/carer training to strengthen protective factors.\u003c/p\u003e \u003cp\u003eThe feasibility evaluation explicitly prioritises participant acceptability and engagement, and qualitative components will capture stakeholder perspectives to inform refinement. The Navigator Co-Ordinator, who has lived experience through a previous scheme, will undertake the youth and parent stakeholder interviews and will be part of the research team analysing the collective results.\u003c/p\u003e \u003cp\u003eStudy findings will be shared with community partners and service users in accessible formats i.e. plain English short report.\u003c/p\u003e"},{"header":"4. Ethical considerations","content":"\u003cp\u003e Ethical conduct within this feasibility study aligns with the principles for pragmatic and applied research articulated by Goldstein et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e), adapted to a non-randomised, early-intervention design. Core ethical considerations include safeguarding participants, securing informed consent, data management, and supporting mentor wellbeing.\u003c/p\u003e \u003cp\u003e \u003cb\u003eJustification for Non-Randomised Design\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis study recruits young people CYP and parents who have already been identified as being at risk, which constitutes the eligibility criterion for participation. In this context, randomisation to mentorship conditions (youth mentorship, parent mentorship, combined mentorship, or no mentorship) is not considered ethical, as it would involve withholding potentially beneficial support from participants with identified need.\u003c/p\u003e \u003cp\u003eAccordingly, a non-randomised design will be used in which young people and parents self-select into mentorship options. Blinding of participants or providers is also not feasible due to the relational and participatory nature of mentorship interventions. While this approach may result in differences between cohorts, this will be descriptively explored, with findings interpreted cautiously and considering potential self-selection effects. This design prioritises ethical obligations of beneficence and duty of care and reflects real-world service delivery.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSafeguarding participants\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe study engages a potentially vulnerable population; however, the intervention is non-invasive, voluntary, and supportive, delivered in safe community settings. All eligible young people/families can self-select to receive support - either youth mentorship, parent/carer support, or both. There are no integral \u0026lsquo;non- treatment\u0026rsquo; arms in this study. The potential incidental \u0026ldquo;Non-Engagement Group\u0026rdquo; may provide naturalistic comparison data but is not a withheld-treatment control. The interventions are evidence-informed and established, with the novel element being the focus on early engagement with potentially at-risk cohorts. Impact data collected is routine (police contacts, school attendance, suspensions, exclusions), minimising intrusion. Pre and post training questionnaires for parents/carers are optional, and anonymous. Training sessions for Parents/Carers is online \u0026ndash; cameras do not need to be on; and name can be withheld. Stakeholder interviews \u0026ndash; the aim is for one or two young people and one or two parents/carers for each area to be interviewed. This is optional, data will be anonymised and pseudonymised. Discussion will relate to support content and process and not case specifics.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSecuring informed consent\u003c/b\u003e \u003c/p\u003e \u003cp\u003eParticipation in this feasibility study is voluntary. Under the Serious Violence Duty, all young people identified as at risk of exploitation or criminal involvement through the Focused Diversion Panel are mandatorily offered support via youth mentorship, parent/carer training, or a combination of both. Whilst young people and parents will informally consent to the intervention through engagement, formal consent for this study is required for inclusion of personal data in the research evaluation. If consent is not given for data to be used in evaluation this does not compromise access to the intervention.\u003c/p\u003e \u003cp\u003eEligible young people and their parents/carers will be provided with information about the study (see supplementary material 4 - basic \u0026lsquo;flyer\u0026rsquo;, 5- participant information leaflet, and 6 - privacy statement) after referral and eligibility confirmation by the Focused Diversion Panel, but before any data is collected for research purposes.\u003c/p\u003e \u003cp\u003eConsent discussions will take place in person, or remotely via secure video call, and will allow sufficient time for questions. One of the Navigator Mentors will have this conversation, and then link with the other as needed, according to the expression of interest from the parent/carer and/or young person. Informed consent/assent (see supplementary material 7) will be collected and documented by the Youth and/or Parent/Carer Navigator accordingly.\u003c/p\u003e \u003cp\u003eBasic demographic data (age, sex, ethnicity, reason for eligibility) known at panel stage from police niche data or school referral data will be analysed in aggregate for all eligible young people including those who decline support or do not consent to personal data collection at the initial offer to provide a basic level of comparable insight for those who do and do not engage.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData management\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTVP is data manager. For the priority police data pathway Together[1]\u003ca class=\"FNLink\" href=\"#Fn1\" id=\"#FNLinkFn1\"\u003e\u003c/a\u003e is data controller. There is a pre-existing/ongoing data-sharing agreement in place between these organisations. For the additional discretionary pathway the Local Authorities are data controllers. There are pre-existing/ongoing data-sharing agreements in place between these organisations. A named person in TVVPP will be responsible for identification of the eligible cohort through police Niche data and available demographic details (age, sex, locality). A named person in each LA will be responsible for identification of the eligible cohort according to additional discretionary pathways and available demographic details (age, sex, ethnicity).\u003c/p\u003e \u003cp\u003eThe same named person in TVVPP will cross reference for the police niche identified cohort in Niche (the Together database), intervention and non-participating, specifically looking at repeat contact with police at 3 months. The same named person in each LA will gain retrospective (previous academic year) and prospective school engagement data (3 months from date of engagement with the scheme).\u003c/p\u003e \u003cp\u003eEach participant will be assigned a participant number for TVVPP tracking and therefore anonymised within the tracking documentation and at analysis. Only the named person within TVVPP will have access to the list that includes identifiers for tracking young people on niche.\u003c/p\u003e \u003cp\u003eIf a person responsible for a specific role in data management leaves, another person should be designated to ensure continuity and consistency.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData Storage\u003c/b\u003e \u003c/p\u003e \u003cp\u003eData will be stored on a password protected TVP sharepoint/Teams in a file with restricted access. Meetings between professionals i.e. mentor support groups will be held via Googlemeet, Zoom, or equivalent. Transcription facilities will be activated for note taking and shared with participants. Transcripts will be stored on a password protected TVP sharepoint/Teams in a file with restricted access. The parties are committed to confidentiality and will ensure that they are familiar with the Zoom Privacy Notice for Guest Speakers as well as any other relevant policies. No qualitative aspect of the mentor/young person contact will be collected.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData Handling\u003c/b\u003e \u003c/p\u003e \u003cp\u003eAll information will be recorded on secure data capture forms and stored in a closed folder with named access only within Teams on Thames Valley Police systems. No data will be shared externally. All researchers handling the data are TVP employees or hold honorary contracts with TVP.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData Retention\u003c/b\u003e \u003c/p\u003e \u003cp\u003eA Memorandum of Understanding between TVVPP and OBU is in place for use of the de-identified data set for a period of 12 months beyond the end of data collection; this anonymised dataset will then be stored in a closed repository (Arkivum) for a minimum of 10 years in accordance with Oxford Brookes\u0026rsquo; data storage policy.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSupporting mentor well-being\u003c/b\u003e \u003c/p\u003e \u003cp\u003eMentors are carefully recruited with experience supporting young people with potential associated risks or parent/carer support. Mentors are embedded within local authority services, providing access to organisational support. Monthly supervision is provided by an experienced Mentor Supervisor to offer restorative and pragmatic guidance.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study has been approved by the Thames Valley Police Evidence Based Panel November 2025.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eUse of artificial intelligence\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;An artificial intelligence tool (ChatGPT; OpenAI, USA), based on a large language model, was used during manuscript preparation to assist with editing for clarity, organisation, and flow. No content was generated by artificial intelligence for the purposes of study design, data collection, analysis, or interpretation. All content decisions and final wording remain the responsibility of the authors.\u003c/p\u003e"},{"header":"5.\tPresentation of Results","content":"\u003cp\u003eResults will be reported under three domains: feasibility, acceptability, and early signals of outcomes, with analyses focused on descriptive trends and implementation learning appropriate to a feasibility study.\u003c/p\u003e\n\u003cp\u003eFeasibility will be assessed through descriptive analysis of recruitment, retention, and intervention delivery. This will include the number of participants approached, consented, and retained for the duration of the intervention offer, alongside patterns of engagement such as the frequency and duration of youth mentorship sessions and parent/carer training and mentor contacts. Process data will be used to examine the practicality of recruitment pathways, intervention delivery, and data collection procedures, and to identify key barriers and facilitators to implementation.\u003c/p\u003e\n\u003cp\u003eAcceptability will be explored using qualitative feedback from young people, parents/carers, and mentors. Narrative summaries and thematic analysis will capture perceptions of the acceptability of recruitment processes, intervention content and delivery, and data collection methods, as well as participants\u0026rsquo; experiences of engagement with the intervention components.\u003c/p\u003e\n\u003cp\u003eEarly signals of potential outcomes will be explored descriptively, recognising that the study is not powered to detect effectiveness. These will include engagement metrics (e.g. session completion, missed or partial sessions, and reasons for non-engagement), trends in engagement across intervention components, and preliminary descriptive statistics for outcome indicators - police contacts and educational engagement measures.\u003c/p\u003e\n\u003cp\u003eChanges in parent/carer knowledge, confidence, and skills will be examined using pre- and post-training questionnaire data, alongside qualitative evidence of behavioural application from mentor and parent/carer reports.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDescriptive comparisons across intervention groupings (youth mentorship only, parent/carer support only, and combined support) will be used to explore whether integrated delivery is associated with stronger early signals of change.\u003c/p\u003e"},{"header":"6.\tDissemination","content":"\u003cp\u003eFindings from this study will be disseminated to academic, policy, and practice audiences. A summary report will be shared with participating local authorities, delivery partners, and stakeholders to support service learning, inform commissioning discussions, and contribute to the design of a future definitive trial. Results will also be presented to practitioner and commissioning audiences through local and regional forums, workshops, or learning events.\u003c/p\u003e\n\u003cp\u003eAcademic dissemination will include submission of findings to a peer-reviewed journal and presentation at relevant conferences focused on youth justice, public health, safeguarding, or violence prevention. Outputs will focus on feasibility, acceptability, and implementation learning, in line with the study design.\u003c/p\u003e\n\u003cp\u003eAccessible summaries of findings will be developed for young people, parents/carers, and community partners. Dissemination will contribute to the wider public health evidence base for early intervention, diversion, and violence prevention approaches, supporting translation of learning into policy and practice.\u003c/p\u003e"},{"header":"7.\tDiscussion","content":"\u003cp\u003eThis study responds to a recognised gap in the evidence base for early, relationship-based interventions for young people at risk of exploitation or criminal involvement. By focusing on feasibility, acceptability, and implementation within real-world service settings, the study prioritises learning about how youth mentorship and parent/carer support can be delivered effectively through existing referral pathways. Exploration of early signals related to police contact and educational engagement will provide indicative insight into potential mechanisms of change, while remaining appropriately cautious given the feasibility design.\u003c/p\u003e\n\u003cp\u003eThe inclusion of both youth mentorship and parent/carer support allows examination of whether integrated delivery may strengthen engagement and early outcomes, alongside understanding where each component may function as a stand-alone intervention. In addition, the nested evaluation of parent/carer training will contribute evidence on knowledge acquisition and behavioural application, addressing a common evidence gap in family-focused prevention approaches. Together, these findings will support refinement of intervention components, outcome selection, and study procedures in preparation for a future definitive trial.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eKey strengths of this study include:\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eThe intervention spans multiple regions, enhancing applicability across diverse community contexts.\u003c/li\u003e\n \u003cli\u003eThe intervention design combines proven youth mentoring strategies with parent/carer training and mentorship, reflecting a family-systems approach that may strengthen outcomes.\u003c/li\u003e\n \u003cli\u003eBy addressing risk factors early, the intervention aims to reduce future adverse outcomes such as school exclusion, disengagement, and police contact.\u003c/li\u003e\n \u003cli\u003eThe approach is youth-led and participant-centred, actively involving young people in shaping their support, which is associated with higher engagement and effectiveness.\u003c/li\u003e\n \u003cli\u003eParent/carer involvement is integrated and evaluated, enabling potential added value from combined family and youth support.\u003c/li\u003e\n \u003cli\u003eAll eligible participants are offered support, ensuring ethical and inclusive delivery.\u003c/li\u003e\n \u003cli\u003eThe intervention is embedded within existing, well-established community structures, supporting sustainability, rapid implementation, and alignment with local services.\u003c/li\u003e\n \u003cli\u003eThe study design prioritises feasibility, acceptability, and early signals of effect, providing critical insight for the planning of a future definitive trial.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003ePotential limitations\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eThe original plan to recruit 10\u0026ndash;15-year-olds with \u0026ge;2 police contacts in the past 3 or 6 months proved unfeasible due to low prevalence. Recruitment was therefore expanded to include those meeting the same criteria within a 12-month period and supplemented by locally agreed, Home Office-guided discretionary referral pathways, identifying young people with relevant risk indicators beyond police contact alone. While this broadens eligibility and ensures sufficient numbers, it may dilute the observable impact of the intervention.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eThe intervention is implemented within existing local services, which vary across the five sites. Some areas may already provide similar support, particularly for youth mentorship or family engagement, potentially reducing measurable differences between groups. Feasibility data will help clarify contextual factors and service overlap.\u003c/li\u003e\n \u003cli\u003eAs a feasibility study with a modest sample size (circa 220 participants), the study may be underpowered to detect effects on police contact or educational outcomes. Quantitative findings will be interpreted as early signals rather than definitive evidence.\u003c/li\u003e\n \u003cli\u003eAny variability in school data collection and reporting practices may introduce inconsistencies in attendance, suspension, and exclusion measures. Collaboration with schools and structured data capture procedures aim to minimise this possibility.\u003c/li\u003e\n \u003cli\u003eEvaluation of each component relies on engagement and uptake; families who decline or partially participate may limit evaluation of each and combined intervention effects. Qualitative feedback will provide insight into barriers and facilitators to engagement.\u003c/li\u003e\n \u003cli\u003eGeneralisability may be constrained to Thames Valley settings and similar UK contexts, particularly given local service structures and multi-agency partnerships. Lessons learned will, however, inform wider scalability and trial design.\u003c/li\u003e\n\u003c/ul\u003e\n"},{"header":"Conclusion","content":"\u003cp\u003eThis feasibility study will generate pragmatic evidence on the delivery, acceptability, and early signals of impact of focused youth mentorship and parent/carer support embedded within routine multi-agency systems. The findings will inform the design of a future definitive trial by clarifying recruitment pathways, engagement patterns, outcome measures, and the potential added value of integrated delivery. More broadly, the study will contribute to scalable, evidence-informed approaches to early intervention and diversion for vulnerable young people, supporting policy, practice, and public health responses to youth violence and exploitation.\u003c/p\u003e\n"},{"header":"Declarations","content":"\n\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u003cbr\u003e\u003c/strong\u003eThe authors declare that they have no conflicts of interest.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThis study has been reviewed and approved by the Thames Valley Police Evidence Based Panel (November 2025). Written informed consent will be obtained from all participating parents/carers, and assent/consent will be obtained from participating young people in line with age-appropriate procedures and applicable guidance.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eNot applicable. No datasets were generated or analysed at the time of protocol submission. Data availability for the completed study will be considered in line with relevant governance, safeguarding requirements, and data-sharing agreements.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThis study is funded by the Home Office via the Thames Valley Violence Prevention Partnership. The funder and partnership stakeholders contributed to the development of the intervention model and the study design as part of routine programme commissioning and co-production. The research team retains responsibility for study delivery, analysis, interpretation of findings, and final decisions regarding manuscript content and publication.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eSB led the development of the protocol and secured study funding. JS co-designed the study. ZD provided statistical input and contributed to ethics processes. AG provided discipline-specific criminology input and external review. All authors contributed to drafting the manuscript and approved the final version.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003eThe authors acknowledge the support of the Thames Valley Violence Prevention Partnership, participating local authorities, and delivery partners involved in the development and delivery of this feasibility study. The authors also thank colleagues at Oxford Brookes University for their academic support and advice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eYouth Endowment Fund. Beyond the headlines: Trends in violence affecting children [Internet]. London (UK): Youth Endowment Fund; 2024 [cited 2026 Feb 2]. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://youthendowmentfund.org.uk/wp-content/uploads/2024/07/YEF_BeyondtheHeadlines_2024.pdf\u003c/span\u003e\u003cspan address=\"https://youthendowmentfund.org.uk/wp-content/uploads/2024/07/YEF_BeyondtheHeadlines_2024.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCornish R, Brennan I. Exclusion from school and risk of serious violence: a target trial emulation study. 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Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://youthendowmentfund.org.uk/wp-content/uploads/2022/06/YEF_TIP_ApplicationGuidance_5.pdf\u003c/span\u003e\u003cspan address=\"https://youthendowmentfund.org.uk/wp-content/uploads/2022/06/YEF_TIP_ApplicationGuidance_5.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eClutterbuck D. Everyone needs a mentor: fostering talent in your organisation. 5th ed. London (UK): Chartered Institute of Personnel and Development; 2008. p. 3\u0026ndash;5.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGoldstein CE, Weijer C, Brehaut JC, Fergusson DA, Grimshaw JM, Horn AR, Taljaard M. Ethical issues in pragmatic randomized controlled trials: a review of the recent literature identifies gaps in ethical argumentation. BMC Med Ethics. 2018;19:14. doi:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12910-018-0253-x\u003c/span\u003e\u003cspan address=\"10.1186/s12910-018-0253-x\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e Thames Valley Together (TVT) is an independent multi-agency data-sharing platform. Hosted on Microsoft Azure with strong data protection measures, TVT enables secure, real-time sharing of personal and community data across agencies including police, local authorities, health services, HM Prisons \u0026amp; Probation, and fire services. The platform supports the UK\u0026rsquo;s Serious Violence Duty by facilitating early identification of at-risk individuals and enabling targeted interventions.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"pilot-and-feasibility-studies","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pafs","sideBox":"Learn more about [Pilot and Feasibility Studies](http://pilotfeasibilitystudies.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/PAFS/default.aspx","title":"Pilot and Feasibility Studies","twitterHandle":"@MedicalEvidence","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Feasibility study, youth mentoring, focussed diversion, violence prevention, early intervention, school disengagement, acceptability","lastPublishedDoi":"10.21203/rs.3.rs-8764044/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8764044/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aims to assess the feasibility and acceptability of recruitment, intervention delivery, and data collection processes for two Navigator Mentor interventions – youth and parent; to generate estimates of engagement, retention, and outcome variability to inform future trial planning; and explore early signals of impact on school engagement and police contact at 3 months.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNon-randomised cohort feasibility study with a nested evaluation of parent/carer training.\u003c/p\u003e\n\u003cp\u003eTrialled across five local authorities across the Thames Valley, UK. Participants included\u003cstrong\u003e f\u003c/strong\u003eamilies with young people identified as disengaged or at risk of disengagement from mainstream schooling and/or at risk of involvement in violence and/or crime. Eligible young people and their parents/carers will be offered both interventions and self-select to participation. Families who do not engage with either intervention will form a natural comparator group.\u003c/p\u003e\n\u003cp\u003eTwo parallel interventions will be delivered. Young people at risk will be offered a youth-led mentorship and navigation programme delivered by Focused Diversion Youth Navigator Mentors, consisting of biweekly relational sessions over 12 weeks. Parents/carers of eligible young people will be offered Parent Navigator Mentor support over 4 weeks, alongside an optional one-off online training session focused on child exploitation awareness.\u003c/p\u003e\n\u003cp\u003ePrimary outcomes will assess feasibility: including recruitment and retention rates, intervention fidelity, data completeness, and acceptability. Secondary outcomes will explore early indicators of change in school engagement and police contact at 3 months. Outcomes for the parent/carer training will include changes in knowledge, confidence, perceived skills, and impact.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDiscussion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFeasibility: quantitative data will be used to describe recruitment pathways, engagement, retention, acceptability, and outcome measure completeness. Acceptability: qualitative interviews with young people, parents/carers, mentors, and stakeholders will explore contextual influences on implementation.\u003c/p\u003e\n\u003cp\u003eThis study will generate evidence on the feasibility and acceptability of Navigator Mentor interventions for young people at risk of involvement in violence and/or crime and their parents/carers, and early signals of positive impact on school engagement/involvement in violence and/or crime. Findings will inform the design of a future definitive trial and support the development of scalable early intervention approaches addressing school disengagement and early involvement in violence and/or crime.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTrial registration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study has been approved by the Thames Valley Police Evidence Based Panel November 2025.\u003c/p\u003e","manuscriptTitle":"Youth Navigator Mentoring and Parent/Carer Training to Improve School Engagement and Prevent Youth Offending: A Non-Randomised Cohort Feasibility Study Protocol","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-18 08:37:26","doi":"10.21203/rs.3.rs-8764044/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-04-16T06:44:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"116675377119104721710365886039078153473","date":"2026-04-07T01:59:26+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-13T12:26:55+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-11T09:08:53+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-11T09:08:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"Pilot and Feasibility Studies","date":"2026-02-02T10:29:38+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"pilot-and-feasibility-studies","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pafs","sideBox":"Learn more about [Pilot and Feasibility Studies](http://pilotfeasibilitystudies.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/PAFS/default.aspx","title":"Pilot and Feasibility Studies","twitterHandle":"@MedicalEvidence","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"dfa8c045-e79e-4b5d-b43a-1ccd91751b53","owner":[],"postedDate":"March 18th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-03-18T08:37:27+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-18 08:37:26","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8764044","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8764044","identity":"rs-8764044","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}