Environment: Response actions reflecting for, or have direct impact upon environment and infrastructure including public and transport spaces, for example CCTV, green walls and curated walls fall into this category.
Enforcement - Prevention: Responses related to the prevention of graffiti activities such as targeted enforcement, CCTV, rapid removal, observational vehicles, anti-graffiti coatings as well as reparative, rehabilitative and punitive actions.
Enforcement - Prevention: Responses related to the prevention of graffiti activities such as targeted enforcement, CCTV, rapid removal, observational vehicles, anti-graffiti coatings as well as reparative, rehabilitative and punitive actions.
Education and Empathy: Response actions that foster a sense of social responsibility, safety, the practice of arts and its management. Such as educational media campaigns, youth programmes and street art/graffiti classes.
Collaboration: Collaborative response actions can be broadly split into three groups: peer-peer responses (e.g. self-initiated programmes), organisation-to-peer responses (e.g. mural projects, cleaning groups), and peer-and-organisation responses who mutually collaborate in a more horizontal capacity (e.g. arts-led regeneration activities).
Economy: Response actions that principally organised around achieving improved budget efficiencies or commercial opportunities.
Culture: Responses driven by cultural opportunity, including outdoor exhibitions, film, engagement programmes, publication, photography, archiving, storytelling, and more.
Evaluation: Response actions that focus on assessing problems; processes or outcomes. Some of the examples are graffiti pattern or type analysis, complaints comparisons, social media counts.
Systems: Response actions driven by particular systems that are created to prevent illegal graffiti activities or to manage the practice of art.

In order to understand and assess the knowledge on response actions, Key Steps are created based on 5I knowledge framework developed by Paul Ekblom. It is originally initiated for crime prevention activities however here we extend the scope across response actions addressing anti-social as well as pro-social challenges related to graffiti and graffiti vandalism.
5Is comprises key steps in the process of prevention activities describing what is done at each stage:
Step 1: Intelligence (Why?) is about gaining the knowledge we need to guide decisions and actions
Step 2: Intervention (What?) is about response actions that are related to mitigating anti-social challenges and promoting pro-social actions
Step 3: Implementation (How?) is about undertaking a range of practical and administrative tasks, including setting up infrastructure, obtaining and using resources to deliver a specific intervention.
Step 4: Involvement (Who?) is about who we involve in undertaking the practical actions and which organisations/group of people are needed to implement the interventions, to contribute intelligence and/or to evaluate the impacts.
Step 5: What Change? (Impact) is about evaluating whether the action was worthwhile.