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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.

Locally based policing ‐ involving co‐operation with local residents and agencies, is a key requirement of the government's police reform agenda. This article reports the findings of an evaluation of one such initiative that involved residents in determining policing strategy on two urban housing estates. On one estate there were positive outcomes, but there was little change in the other. This appeared to be related to the range of skills possessed by the officers on the two sites.