The Educator Magazine U.K. Sept-Dec 2026 issue - Magazine - Page 30
ADDRESSING EXTREMISM IN EDUCATIONAL SETTINGS
Protecting students against the threat of
extremism and online exploitation can be a
challenge, especially in today’s everchanging
landscape. In this article, Mubina Asaria, Online
Safeguarding Consultant at edtech charity
LGfL - The National Grid for Learning, explores
evidence-based strategies and ready-to-use
resources designed to empower school staff and
practitioners.
democracy, the rule of law, individual liberty,
and mutual respect and tolerance - is another
important protective factor against extremism.
Schools across the UK are increasingly
confronting the challenge of protecting young
people from extremist narratives and harmful
online content. While radicalisation may once
have seemed a distant concern, recent national
data suggests it is becoming an important
safeguarding issue within education.
There are many opportunities across the
curriculum to reinforce these themes. Literature
can explore issues of identity, discrimination and
belonging. History lessons can examine moments
when democracy was challenged or defended.
Geography can prompt discussions about
migration, global communities and cultural
diversity. Activities such as student councils, mock
elections and pupil voice initiatives can also help
young people experience democratic
participation first-hand.
Statistics published by the Home Office show
that 8,778 individuals were referred to the UK’s
counter-extremism safeguarding programme
Prevent in the year ending March 2025,
representing a 27% increase on the previous year.
Children and young people make up a significant
proportion of those referrals, with 11–15-yearolds representing the largest group identified as
potentially vulnerable to radicalisation.
Schools are often the first to identify concerns.
Government figures show the education sector
accounts for around 36% of Prevent referrals,
highlighting the key role teachers and school
leaders play in recognising risks early.
At the same time, the digital environment is
exposing young people to increasingly polarised
and harmful content. Research from the UK
communications regulator Ofcom found that
around half of children aged 12–15 report
encountering hateful material online, including
content targeting people because of their race,
religion, gender or sexuality.
Data from the Department for Education shows
that more than 11,000 pupils were suspended for
racist behaviour in a single year, with incidents
recorded across both secondary and primary
settings.
For safeguarding specialists, these trends
underline an important point: schools are now
one of the most important environments for
preventing extremist narratives from taking hold.
Education plays a vital role in helping young
people develop resilience to extremist ideas
before they escalate into safeguarding concerns.
Schools are uniquely placed to help young
people develop the confidence and critical
thinking skills they need to challenge harmful
narratives.
Below are some key strategies, tips and resources
educators can use to strengthen their classroom
approach.
Create safe spaces for discussion
One of the most effective ways schools can
address extremism is by encouraging open
dialogue in the classroom.
Research referenced by the Educate Against Hate
programme highlights the importance of creating
environments where students feel able to explore
difficult or controversial topics safely.
When pupils feel able to talk openly about
challenging issues, they are far more likely
to develop balanced perspectives. Debates,
structured discussions and role-play activities
can provide opportunities for pupils to examine
different viewpoints and develop empathy. These
conversations also allow teachers to address
misconceptions early before they become more
deeply embedded.
Embed British values across the curriculum
Promoting Fundamental British Values -
These values should not be confined to a single
subject or lesson - they should be reflected across
the culture of the school and students should see
these values demonstrated in everyday school
life.
Strengthen critical thinking skills
In an era where young people are constantly
exposed to online information, developing strong
critical thinking skills is essential. But critical
thinking needs to go beyond simply checking whether something online is true or false.
Students also need to understand the motives
behind the information they see.
Encouraging pupils to ask questions such as
What is actually going on here? What are the
techniques used for persuasion here? Are any
laws being broken? can help them recognise
manipulation and misinformation.
Teaching these skills helps young people become
more confident in evaluating online information
and less vulnerable to extremist messaging.
Going too Far - co-developed by LGfL and the DfE
- has been designed to help students understand
how certain online behaviour may be offensive,
dangerous or illegal. Aimed at secondary school
teachers, the resource also contains elements
that can be easily adapted for primary schools.
In each section there is a starter video featuring
subject experts, scenario-based activities and
case studies to provide context so students can
explore potential risks, whether gaming or on
social media, and reflect on the implications these
could have.
Address online risks directly
Many extremist narratives now spread through
digital platforms. Memes, short videos and
influencer-style content are often used to present
harmful ideas in ways that appear humorous or
relatable. Gaming platforms can also be used by
individuals seeking to build relationships with
young people before introducing extremist
views.
Young people spend a huge amount of time
online, and extremists understand that.
Educating pupils about these tactics - and
encouraging them to question what they see
online - is important.
Recognise emerging online trends
In addition to traditional forms of extremism,
new online subcultures are increasingly
appearing in safeguarding data.
Recent statistics from the Home Office show
that cases involving mixed, unstable or unclear
ideologies now account for more than 40% of
referrals to Prevent, the UK’s government-led,
multi-agency programme designed to stop
people from becoming terrorists or supporting
terrorism.
These cases may involve a combination of
conspiracy theories, grievance-based narratives
or misogynistic online communities sometimes
referred to as the “manosphere”. Many of these
narratives are presented through humour, memes
or online trends. They may appear harmless
initially but can gradually introduce more
extreme viewpoints.
Helping pupils understand how online
communities influence attitudes is an important
part of digital literacy education.
Support identity and belonging
Many radicalisation pathways begin with a search
for identity and belonging rather than ideology.
Young people who feel isolated or excluded
may be more vulnerable to groups that promise
recognition or community. Extremists are often
very effective at exploiting feelings of grievance
or marginalisation.
Schools can reduce this vulnerability by creating
inclusive environments where all pupils feel
valued and respected. Collaborative projects,
peer mentoring programmes and opportunities
for meaningful interaction between diverse
groups of students can help strengthen a sense
of belonging.
Support pupils with SEND
Some pupils may face additional vulnerabilities
online, including those with special educational
needs or neurodivergent profiles.
Prevent referral data suggests that around
one-third involve individuals with an identified
mental health need or neurodiversity.
This does not mean neurodivergent individuals
are more likely to become extremists. However,
certain traits - such as social isolation or a
preference for structured explanations - may
sometimes be exploited by manipulative
individuals who use deceptive tactics, emotional
coercion, and strategic behaviours to control
situations, influence others, and satisfy their
own needs at the expense of others.
Providing inclusive environments and strong
pastoral support can help reduce these risks.
Use resources to support teaching
A number of organisations provide resources to
help schools address extremism and online safety
in the classroom.
Edtech charity The National Grid for Learning
and the Educate Against Hate programme both
offer free teaching materials, lesson plans and
guidance designed to support educators in
discussing complex issues with pupils.
Scenario-based activities, case studies and
digital literacy resources can help teachers lead
informed discussions about misinformation,
hate speech and responsible online behaviour.
A whole-school safeguarding approach
Ultimately, combating extremism requires a
whole-school approach that extends beyond
individual lessons.
Safeguarding data, monitoring systems and
regular conversations with pupils can help
schools identify emerging risks and adapt their
curriculum accordingly. Engaging parents and
carers is also important, ensuring families
understand the digital environments their
children are navigating.
The goal is clear: equip young people with the
knowledge and confidence to challenge harmful
narratives. When pupils feel heard, respected and
able to question what they see online, they are far
less likely to be drawn into extremist ideologies.
In today’s digital world, helping young people
develop those skills is one of the most important
forms of safeguarding schools can provide.
