Youth programmes tend to raise awareness among young people on the vandalism linked to graffiti although without criminalizing graffiti writers or the expression of art. These include street art in art classes as well as social responsibility and vandalism in the curriculum. Considering graffiti as a typical youth crime, a form of anti-social behaviour and a symptom of ‘youth delinquency’ has led to anti‐social prevention models and the stigmatization of youth (particularly in specific areas and certain social backgrounds) as potential offenders. Whereas youth programmes within pro‐social measures (such as sports programmes, street art workshops) is recognised as an effective prevention methods. These measures aim to develop more responsible and safe behaviours among young people.
Gomez (1993) notes the effectiveness of youth programmes such as “Graffiti School” in Sweden where writers take four day after school programme aimed for young people to confront their aggressions and legally paint. The outcomes of this specific programme were a) reduction in vandalism and b) discovery of artistic talent among the attendees. An important aspect of this programme is that it recognises the need of the graffiti writers and tries to address them. This again touches upon the arts education aspect through activity support.