Key takeaways:

- John’s Background: John, a police officer for nearly 39 years, worked in serious crime, murder inquiries, and as a licensed hostage negotiator. He co-established the Violence Reduction Unit (VRU) in Scotland, significantly reducing knife crime. His perspective, from the “other end” of the system, underscores the importance of early years relationships in shaping outcomes for children who later face challenges like violence or incarceration.

 - Humanity First: John emphasizes that everyone—teachers, police, social workers—is human first (sons, daughters, parents). Systems often strip away humanity, prioritizing rigid processes over empathy, compassion, and relationships. He critiques “no touch” policies in schools and care homes as dehumanizing and urges professionals to prioritize human connection.

 - Adverse Childhood Experiences (ACEs): Drawing on research by Vincent Felitti and Robert Anda, John explains how ACEs (e.g., abuse, neglect, household dysfunction) induce toxic stress, impacting lifelong outcomes. However, ACEs are not deterministic but indicate increased risk, requiring nuanced, human-centered responses rather than formulaic interventions.

 - Early Years as Foundational: The first three years are critical for developing non-cognitive skills (e.g., communication, empathy, problem-solving), which reduce violence by equipping children with alternatives to aggression. John cites research by Tremblay, noting we learn *not* to be violent through these skills, often acquired in early years.

 - Sense of Coherence: Referencing Aaron Antonovsky’s work with Holocaust survivors, John describes how a structured, predictable world fosters resilience. Children lacking this (e.g., due to unstable homes) face toxic stress, making nurseries and schools vital safe spaces with consistent adults.

 - Small Actions Matter: John uses the Tiananmen Square “tank man” as a metaphor for starting where you are and doing what you can. Small, human actions (e.g., a prison officer encouraging literacy) can have profound impacts, like Paul Brannigan’s journey from a methadone baby to a BAFTA-winning actor.

 - Violence as a Health Issue: John frames violence broadly (bullying to suicide) as a public health issue, supported by the World Health Organization. He references economist Alan Sinclair’s findings that employers value non-cognitive skills (e.g., problem-solving, relationships) over literacy, skills best developed in early years.

 - Resistance in Schools: For schools where some staff don’t prioritize relationships, John suggests persistence, as with campus officers who won over skeptical headteachers by demonstrating value (e.g., crisis prevention, community engagement).

- Closing: Kate thanks John for inspiring attendees, noting emotional responses and their commitment to making a difference. John emphasizes that teachers and nursery staff are frontline heroes, building brains and enabling better life decisions through relationships. He reiterates gratitude on behalf of children impacted by their work, urging them not to lose sight of their calling despite systemic pressures. The webinar ends with appreciation for the engaged audience and encouragement to continue advocating for change.

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