Prevent Duty & Protecting Children from Radicalisation

Course 11 – Prevent Duty & Protecting Children from Radicalisation

Introduction

Children have the right to grow up in environments that are:

• safe;
• respectful;
• inclusive;
• free from abuse and exploitation.

One form of safeguarding is protecting children from being drawn into extremist ideologies or terrorism.

Although the risk for most children is low, all staff should understand how to recognise concerns and respond appropriately.

Learning Outcomes

After completing this course you will be able to:

• explain the purpose of the Prevent Duty;
• understand what radicalisation means;
• recognise possible indicators of concern;
• understand the role of professional curiosity;
• know how to report concerns;
• understand how Prevent fits within safeguarding.

What is the Prevent Duty?

The Prevent Duty is part of the UK's wider safeguarding framework.

Its purpose is to:

• reduce the risk of people becoming involved in terrorism;
• protect vulnerable individuals;
• provide early support before criminal behaviour occurs.

Prevent is an early intervention strategy.

It is not a criminal investigation.

What is Radicalisation?

Radicalisation is the process through which a person may come to support extremist views or terrorism.

This process is often gradual.

There is no single pathway into radicalisation.

Different people may become vulnerable for different reasons.

Extremism

Extremism refers to the promotion or support of harmful ideologies that seek to undermine fundamental values or encourage violence.

Extremism can take many forms.

It should never be associated automatically with any particular:

• religion;
• ethnicity;
• nationality;
• culture;
• community.

Professional safeguarding requires evidence—not stereotypes.

Understanding Vulnerability

There is no single profile of a person who may become vulnerable to radicalisation.

Children from any background, culture, religion or community can be affected.

The focus should always remain on understanding vulnerability rather than making assumptions.

What is Vulnerability?

Vulnerability refers to factors that may make a child more susceptible to harmful influence or exploitation.

These factors do not mean a child will become radicalised.

Instead, they remind professionals to remain observant, supportive and professionally curious.

Possible Vulnerability Factors

A child may experience increased vulnerability because of:

• social isolation;
• bullying;
• discrimination;
• family difficulties;
• emotional wellbeing concerns;
• exposure to harmful online content;
• unmet emotional needs;
• a desire to belong or feel accepted.

Many of these factors are common safeguarding concerns and may have no connection to radicalisation.

Protective Factors

Children are generally more resilient when they experience:

• trusted relationships with adults;
• positive friendships;
• inclusive environments;
• healthy self-esteem;
• opportunities to express their views;
• supportive family relationships;
• safe online behaviours.

Building resilience is an important safeguarding responsibility.

Professional Curiosity

Professional curiosity means:

• observing carefully;
• listening without judgement;
• asking appropriate questions;
• remaining open-minded;
• seeking advice when needed.

Avoid jumping to conclusions.

Instead, gather information and follow safeguarding procedures.

Avoiding Assumptions

Never assume concerns are linked to:

• religion;
• ethnicity;
• nationality;
• language;
• appearance;
• cultural background.

Professional decisions should always be based on observed behaviour and safeguarding information—not stereotypes.

Building Resilience

DASC helps children develop resilience by:

• encouraging respectful discussion;
• promoting critical thinking;
• celebrating diversity;
• supporting confidence;
• creating inclusive environments;
• teaching online safety;
• helping children build positive relationships.

Children who feel valued are often better equipped to recognise and reject harmful influences.

The Importance of Listening

Children may not always express worries directly.

Staff should:

• listen carefully;
• notice changes over time;
• create opportunities for conversation;
• reassure children they will be taken seriously.

Listening remains one of the most effective safeguarding tools.

Practice Scenario – Isolated Child

Practice Scenario – Respectful Questions

Manager Coaching Notes

Managers should ensure staff:

• understand vulnerability;
• avoid stereotypes;
• use professional curiosity;
• know the safeguarding reporting process;
• promote resilience through inclusive practice;
• receive regular Prevent refresher training.

Strong safeguarding cultures reduce children's vulnerability to many different forms of harm.

Recognising Possible Concerns

There is no checklist that confirms whether a child is being radicalised.

Most behaviours have many possible explanations.

Staff should focus on identifying changes in behaviour, recording factual observations and following safeguarding procedures.

Prevent concerns should always be considered within the wider safeguarding context.

Looking for Changes

Children naturally change as they grow.

However, staff should remain aware of significant or unexplained changes over time.

Examples may include:

• becoming increasingly isolated;
• expressing extreme views;
• becoming unusually secretive;
• showing sudden intolerance towards others;
• losing interest in previous friendships;
• significant changes in behaviour or mood.

A single change does not necessarily indicate a safeguarding concern.

Patterns are often more important than isolated incidents.

Online Influences

The internet allows children to access large amounts of information.

Most online activity is positive.

However, some online spaces may expose children to:

• harmful misinformation;
• extremist propaganda;
• online grooming;
• conspiracy theories;
• hateful content;
• manipulative communities.

Teaching children critical thinking and online safety helps reduce these risks.

Conversations with Children

If a child says something that causes concern:

• remain calm;
• listen carefully;
• avoid showing shock;
• ask simple, open questions where appropriate;
• avoid leading questions;
• avoid arguing or debating.

The aim is to understand—not to challenge.

Recording Concerns

Accurate recording is essential.

Records should include:

• the child's exact words where possible;
• factual observations;
• dates and times;
• who was present;
• action taken.

Avoid:

• opinions;
• assumptions;
• speculation.

Good records support effective safeguarding decisions.

When to Report

Report concerns whenever you believe a child may be at risk of harm.

You do not need proof.

Your responsibility is to:

• recognise concerns;
• report promptly;
• cooperate with safeguarding processes.

The Designated Safeguarding Lead (DSL) will determine the next steps.

Confidentiality

Prevent concerns should be treated with the same level of confidentiality as any other safeguarding concern.

Only share information:

• with the DSL;
• with authorised safeguarding professionals;
• in accordance with DASC safeguarding procedures.

Confidentiality protects both children and families.

Early Intervention

Prevent is based upon early support.

Early intervention aims to:

• understand vulnerability;
• provide appropriate support;
• reduce risks;
• strengthen protective factors.

Early safeguarding is usually more effective than responding after concerns escalate.

Practice Scenario – Concerning Online Content

Practice Scenario – Extreme Statements

Manager Coaching Notes

Managers should ensure staff:

• understand Prevent reporting procedures;
• recognise behavioural changes;
• maintain factual records;
• avoid making assumptions;
• know the role of the Designated Safeguarding Lead;
• receive regular safeguarding supervision.

Prevent concerns should always be managed within the wider safeguarding framework.

British Values and the Prevent Duty

Promoting fundamental British values helps create safe, respectful and inclusive environments where children can develop confidence, resilience and respect for others.

Teaching these values is an important part of safeguarding and supports the aims of the Prevent Duty.

The focus is on preparing children to participate positively in modern society.

The Five Fundamental British Values

The Department for Education identifies five fundamental British values:

• Democracy
• The Rule of Law
• Individual Liberty
• Mutual Respect
• Tolerance of Different Faiths and Beliefs

These values should be promoted through everyday interactions rather than isolated lessons.

Democracy

Democracy means that everyone's voice matters.

Children can experience democracy by:

• voting for activities;
• sharing ideas;
• contributing to group discussions;
• helping establish group expectations;
• expressing opinions respectfully.

Children also learn that people may hold different views.

The Rule of Law

Rule of law means that rules help keep everyone safe.

Staff promote this by:

• applying expectations consistently;
• explaining why rules exist;
• encouraging responsibility;
• helping children understand consequences.

Rules should always be fair, proportionate and explained appropriately.

Individual Liberty

Children should be encouraged to:

• make appropriate choices;
• express themselves safely;
• develop independence;
• build confidence;
• understand personal responsibility.

Freedom is balanced by respect for the rights and safety of others.

Mutual Respect

Respect should be modelled every day.

Staff demonstrate respect by:

• listening carefully;
• valuing different opinions;
• using polite language;
• encouraging kindness;
• resolving disagreements calmly.

Children learn respectful behaviour by observing adults.

Tolerance of Different Faiths and Beliefs

DASC welcomes children from many different backgrounds.

Staff should:

• celebrate diversity;
• respect different beliefs;
• challenge prejudice;
• encourage curiosity;
• create opportunities for learning about different cultures where appropriate.

Respect does not require agreement.

It requires treating everyone with dignity.

Everyday Practice

British values are promoted through everyday activities such as:

• turn-taking;
• sharing resources;
• group decision-making;
• respecting differences;
• solving problems together;
• celebrating diversity.

Children often learn these values through experience rather than formal teaching.

Challenging Intolerance

If children make unkind or intolerant comments:

• remain calm;
• explain why the comment is inappropriate;
• encourage respectful discussion;
• reinforce kindness and inclusion;
• follow behaviour and safeguarding procedures where required.

The aim is education—not embarrassment.

Practice Scenario – Choosing an Activity

Practice Scenario – Respecting Difference

Manager Coaching Notes

Managers should ensure staff:

• understand the five British values;
• promote respectful discussion;
• challenge prejudice appropriately;
• create inclusive environments;
• model respectful behaviour;
• link British values naturally to everyday practice.

British values are demonstrated through daily interactions rather than isolated activities.

Reporting Prevent Concerns

Every member of staff has a responsibility to report safeguarding concerns, including concerns relating to radicalisation.

You are not expected to investigate concerns or decide whether radicalisation has occurred.

Your responsibility is to recognise concerns, record factual information and report them promptly.

Your Role

If you become concerned about a child, you should:

• remain calm;
• observe carefully;
• record factual information;
• report the concern immediately to the Designated Safeguarding Lead (DSL);
• continue supporting the child appropriately.

Safeguarding is always a shared responsibility.

Recording Information

Good safeguarding records should include:

• the date and time;
• exactly what was observed;
• the child's own words where possible;
• who was present;
• any immediate action taken.

Avoid:

• assumptions;
• personal opinions;
• speculation;
• attempts to diagnose.

Factual records help safeguarding professionals make informed decisions.

The Designated Safeguarding Lead (DSL)

The DSL is responsible for:

• assessing safeguarding concerns;
• deciding appropriate next steps;
• seeking advice where required;
• making referrals if necessary;
• maintaining safeguarding records.

Staff should always follow local safeguarding procedures.

The Channel Programme

Some Prevent concerns may be considered through the Channel programme.

Channel is:

• voluntary;
• confidential;
• multi-agency;
• supportive;
• focused on safeguarding vulnerable people.

Its purpose is to reduce vulnerability by providing appropriate support.

It is not a criminal sanction.

Confidentiality

Prevent concerns should only be shared with people who need the information to safeguard the child.

Do not discuss concerns with:

• other parents;
• other children;
• friends;
• colleagues who are not involved.

Confidentiality protects everyone involved.

If You Are Unsure

Sometimes staff worry that a concern may seem too small.

Remember:

You do not need proof.

You do not need certainty.

If something genuinely concerns you:

Speak to the DSL.

Seeking advice is always appropriate.

Supporting the Child

Continue treating the child:

• respectfully;
• fairly;
• consistently;
• without judgement.

Do not allow safeguarding concerns to affect everyday relationships with the child.

Children should continue feeling safe, welcomed and supported.

Looking After Yourself

Safeguarding concerns can sometimes feel worrying.

If you feel affected:

• speak with your manager;
• seek appropriate supervision;
• follow DASC wellbeing procedures;
• continue maintaining confidentiality.

Supporting staff also strengthens safeguarding.

Practice Scenario – Unsure Whether to Report

Practice Scenario – Colleague Asks Questions

Manager Coaching Notes

Managers should ensure staff:

• understand Prevent reporting procedures;
• know the role of the DSL;
• understand the purpose of Channel;
• maintain confidentiality;
• feel confident seeking safeguarding advice;
• receive regular safeguarding supervision.

Strong safeguarding cultures encourage staff to report concerns early and confidently.

Creating a Safe and Inclusive Environment

Prevent is most effective when children grow up in environments where they feel safe, respected and valued.

Children who experience positive relationships and a strong sense of belonging are generally more resilient to many forms of harm and exploitation.

Creating this environment is an everyday safeguarding responsibility.

A Sense of Belonging

Children are more likely to thrive when they:

• feel welcomed;
• are listened to;
• have trusted adults;
• build positive friendships;
• experience success;
• feel included.

Belonging strengthens confidence, wellbeing and resilience.

Encouraging Respectful Discussion

Children are naturally curious about the world.

Staff should encourage:

• respectful questions;
• thoughtful discussion;
• listening to different opinions;
• kindness during disagreement;
• critical thinking.

Children should feel able to express ideas safely without fear of ridicule.

Teaching Critical Thinking

Critical thinking helps children:

• question information;
• recognise misinformation;
• think independently;
• solve problems;
• make informed choices.

Staff can encourage this by asking questions such as:

• "What makes you think that?"
• "How do we know this is true?"
• "Could there be another explanation?"

These conversations help children become thoughtful and confident learners.

Promoting Positive Relationships

Adults model respectful behaviour every day.

Children learn from observing how adults:

• listen;
• disagree respectfully;
• solve problems;
• include others;
• apologise;
• show kindness.

Positive relationships reduce isolation and strengthen safeguarding.

Building Confidence

Confident children are often better able to:

• express concerns;
• resist peer pressure;
• seek help;
• make safe choices;
• recover from setbacks.

Staff can build confidence by:

• recognising effort;
• celebrating achievement;
• encouraging independence;
• providing meaningful responsibilities.

Creating Opportunities to Talk

Children may choose unexpected moments to talk about worries.

Staff should:

• make time to listen;
• avoid rushing conversations;
• remain calm;
• reassure children;
• follow safeguarding procedures where necessary.

Good safeguarding often begins with ordinary conversations.

Working with Families

Families play a vital role in developing resilience.

DASC should work in partnership with parents by:

• sharing information appropriately;
• promoting online safety;
• encouraging respectful relationships;
• supporting children's wellbeing.

Strong partnerships strengthen safeguarding.

Practice Scenario – Group Discussion

Practice Scenario – Child Shares a Worry

Manager Coaching Notes

Managers should encourage staff to:

• build trusting relationships;
• promote respectful discussion;
• encourage children's voices;
• strengthen partnerships with families;
• create inclusive environments;
• reinforce safeguarding through everyday practice.

The safest settings are those where children feel seen, heard and valued.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Policies

References

Course Completion

Congratulations.

You have completed Course 11 – Prevent Duty & Protecting Children from Radicalisation.

Prevent is about safeguarding vulnerable children through early support, trusted relationships and professional curiosity. It is not about making assumptions or investigating concerns independently.

Remember the three principles of Prevent practice:

• Recognise Vulnerability
• Promote Inclusion
• Record Facts
• Report Concerns

Every child deserves to grow up in an environment where they feel safe, respected and able to express themselves without fear.

By building resilience, encouraging critical thinking and following safeguarding procedures, you play an essential role in protecting children from harm and helping them thrive.