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.
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.
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-year-olds 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 – democracy, the rule of law, individual liberty, and mutual respect and tolerance – is another important protective factor against extremism.
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.
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.
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.
