Linking crime prevention with science education: an assessment of a DNA property‐marking crime prevention scheme in secondary school education

This article describes the results of a pilot project that linked teaching the principles of DNA with its application to the concept of crime prevention by marking property. It was directed at Year 9 pupils in two schools on the basis that young people in this age group are particularly vulnerable to personal victimisation. In addition, the requirements, and flexibility, of the curriculum at this stage were complementary to the teaching of the principles of DNA as part of the property‐marking project. The method and resource implications are described. Teachers and pupils reported favourable outcomes and there was a significant uptake of the property‐marking technique by pupils. The results may therefore be of considerable interest to practitioners.