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The victimisation and criminal involvement of young people in organised criminal groups is a recognised form of child criminal exploitation (CCE) in the UK. Three phases of exploitation were identified (peer influence, adult street-level gangs and organised criminal groups). This paper aims to consider the locations associated with three stages of criminal exploitation and considers implications for safeguarding.

The research uses narratives of adolescent males and those of adults reflecting on their experiences as adolescents who had been immersed in street gangs and organised crime from northern England.

Narratives of criminal action approach, a thematic analysis and multidimensional scaling (smallest space analysis) were undertaken to explore key locations in the planning and commissioning of a crime with at least one other person.

The narratives revealed that local and regional geographic locations relate to the stages of CCE. They offer an insight into the process of CCE and identify locations that could be used as a risk indicator for police forces and safeguarding teams. A clear pathway from involvement with street-level gangs to direct contact with organised criminal groups was found. This transition was represented by a move from outdoor to indoor locations.

Out of the 30 participants, 29 came from the same region in Northern England, spanning a period of 30 years. It is possible that the findings may be limited to this region, or that there have been changes to criminal structures and opportunities over this time.

Although drug selling and the movement of victims across the UK is central to CCE, comparatively little attention has been given to the locations where early exploitation takes place at a micro level. Practical implications for policing and safeguarding will be discussed.

The purpose of this paper is to explore how young people who offend with others define delinquent and criminal groups and consider the social risk factors associated with gang membership and criminal exploitation.

The sample consisted of 15 young people who were purposively sampled from a group of 14- to 17-year-old males who had been identified as at risk of gang involvement and referred to a community-based programme. Using a social identity framework, a thematic analysis was undertaken to investigate how the participants viewed their role in offending as part of a group.

The participants identified peer groups, street gangs and the involvement of adult criminals as distinct categories of offending groups. Unlike prior models for gang involvement, some members of the sample were involved in multiple groups to perform different categories of crime. Importantly, participants displayed an awareness of exploitation and described successful exit strategies from criminal groups.

Understanding how young people who are involved in delinquent behaviour and offending define gang and group offending.

The implications for gang and group offending prevention and intervention programmes are discussed.

The literature on child criminal exploitation and UK drug markets is in its infancy. This paper offers further evidence for the processes of joining and leaving delinquent and criminal groups.

This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load.

In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students.

The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system.

This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.