Reflecting on my time as a YJB Board member – Sharon Gray NLE OBE
As I come to the end of my tenure as a YJB Board member, I find myself reflecting on the past 6 years with a mix of pride, gratitude, and a bit of nostalgia.
When I was invited to join the YJB in 2018, I saw it as an opportunity to use my experience in understanding child development and the challenges children in custody face. The YJB’s vision for a youth justice system that sees children as children, treats them fairly, and helps them to build on their strengths resonated deeply with me.
I believed then, as I do now, that children in the youth justice system are often victims of circumstances beyond their control who need unwavering adult support, empathy, and understanding. I firmly believe in prioritising trauma-informed methods that enable a shared understanding around the social and emotional child development stages, from early years through adolescence. Recognising the impact of adversity, the neuroscience of learning, the biology of stress, and neurodiversity – autism, ADHD, dyslexia, and other co-occurring conditions – is crucial.
From education to youth justice: a natural transition
My professional background has been rooted in schools and education for over 34 years. I have been a headteacher for 22 years in both SEMH (social, emotional, and mental health difficulties) and mainstream schools, each judged as outstanding under my leadership. I have helped support the development and co-authorship of Department for Education policy (for example, the Code of Practice 2015) for our most vulnerable children with complex needs, excluded from school or who are at risk of being excluded. I was also part of the independent Medway Improvement Board set up following the January 2016 BBC Panorama programme, which highlighted the allegations of physical and emotional abuse of children by staff at Medway STC.
I am deeply passionate about the development of alternatives to custody. In 2016, while Charlie Taylor was undertaking his review of the youth justice system in England and Wales, I discussed the concept of secure schools with him after he visited the SEMH schools I led. We agreed that a trauma-informed approach, anchored in understanding the neuroscience of learning and the biology of stress, must replace the traditional approach to custody. Alongside this, the necessity to go ‘upstream’ in supporting authentic inclusion and belonging in our education system, in all school settings.
Key projects and Child First
During my tenure, I have had the privilege of working on several inspiring projects, with the two most recent being the London Accommodation Pathfinder (LAP) and the development of the first secure school. The LAP includes two small supportive homes that offer a community based alternative to custodial remand. Recent feedback from the LAP indicates that the setting is having a beneficial effect on the children, thanks in part to the educational and leisure activities designed to develop their identities and help them to make a positive contribution to society.
The Oasis secure school project is a positive approach to youth custody, with high-quality education and healthcare at its heart. The YJB have long advocated for a rethink of how children are cared for in custody, and our evidence tells us that replicating a safe family home environment with a sense of community and trusting relationships is key. The secure school is designed using the evidence on how custody for children can and should be done. I am optimistic that as the school starts to receive children, it will offer a model of how we can best support children.
Looking ahead
As I conclude my tenure, I am filled with hope for the future of the YJB and confident that the board members and executive team will continue to advance our vision.
Reflecting on this journey, I am reminded of the words of Nelson Mandela: “There can be no keener revelation of a society’s soul than the way in which it treats its children.” The work we have done, and continue to do, is a testament to our collective commitment to ensuring that every child, regardless of their circumstances, is treated with the dignity and care they deserve.
I also think of Bruce Perry’s powerful words: “Relationships are the agents of change and the most powerful therapy is human love.” This truth has guided my work and reinforces the profound impact we have on each other’s lives.
As I step away, I carry with me the profound belief that change is possible, and with dedication, empathy, and a steadfast commitment to justice, we can create a system that not only rehabilitates but also uplifts and empowers children. Let us all continue to strive for a world where every child is given the opportunity to flourish.