Combating Extremism in the Classroom: guidance for schools

Written by Mubina Asaria | Oct 13, 2026, 7:30:00 AM

Protecting students against the threat of extremism and online exploitation can be a challenge, especially in today’s ever-changing landscape. In this post, we explore evidence-based strategies and ready-to-use resources for you to share with school staff, RSHE/PSHE curriculum leads and safeguarding teams, along with practical tips to build pupil resilience and foster parental engagement.

Schools across the UK face a complex challenge as children are increasingly exposed to extremist content and harmful online influences, primarily through their social media, apps and games. With a significant rise in Prevent referrals, notably 11–15-year-olds making up the largest group, the role of schools has never been more critical in assessing risk and building resilience. Research from the Open Innovation Team commissioned to better understand ‘what works’ in schools advocates an integrated, whole-school approach to address the key drivers and complex pathways to extremism. Below are some strategies and ideas to help strengthen your approach.

Creating safe spaces for dialogue

Encouraging open, structured discussion is an effective way to ensure that the classroom is an environment where pupils feel safe to explore contentious issues, without fear of judgement. Activities such as debates, role play and guided discussions on a variety of topics can help young people consider multiple perspectives, develop empathy and challenge misconceptions before they become entrenched. Crucially, these conversations allow staff to identify and address concerns early, before they become embedded. To support staff, Educate Against Hate has worked with Connect Futures to develop a suite of training resources called Building Resilience to Extremism, to help manage sensitive and controversial topics safely, through discussion games, debate formats, and roleplay scenarios. Schools may need to consider what support staff need to facilitate this.

Embedding values

Promoting fundamental British values—democracy, rule of law, individual liberty, and mutual respect—remains a key protective factor. However, these should not be restricted to PSHE or citizenship lessons. Instead, schools can consider how these values can be reflected across the wider curriculum and everyday school life.

Rich opportunities to explore the building blocks of extremism can include:

Analysing historical challenges to democracy - such as during both World Wars
Exploring identity and belonging - through literacy, poetry, and art
Planning assemblies and circle time discussions around significant calendar events - e.g. Holocaust Memorial Day (Jan), Safer Internet Day (Feb), Hate Crime Awareness Week (Oct), Anti-Bullying Week (Nov)
Student voice initiatives - such as school councils and mock elections can also provide a practical experience of democratic participation

Strengthening critical thinking and digital literacy

Young people are increasingly coming across conspiracy theories, grievance-based narratives and misogynistic online communities. The content served to them (and all of us) on social media is decided by algorithms, which have been found to show extreme content to children even when they don't look for it - a known unsafe design feature. Some of this content is masked through humour, memes or sensationalised videos, which may appear harmless but can gradually incite hate and normalise more extreme viewpoints.

In an age of continuing online exposure, critical thinking must go beyond simple fact-checking. Pupils need to understand how and why content is created, how algorithms work, and the techniques used to influence opinion. Encouraging questions around intent, bias and legality can help students recognise manipulation and misinformation.

Going too Far, co-developed by LGfL and the DfE, has been specifically designed to help students understand how certain online behaviour may be offensive, dangerous or illegal.

Aimed at both primary and secondary schools, it includes interactive scenarios and discussion activities so students can explore potential risks, whether gaming or on social media, and reflect on the implications these could have. The resource also includes a dedicated SEND and inclusion site.

Act Early Stories is a suite of educational activities and lessons to raise awareness of extremism and promote critical thinking. Designed to be used by experienced practitioners as well as those who may feel uncomfortable with the issues raised, themes cover exploitation and vulnerability, extreme right-wing and religious extremism, through a safeguarding lens. Each story has ready-to-use session slides and guidance notes, suitable for schools and youth centres.

Fostering belonging and inclusion

Many pathways into radicalisation begin not with ideology, but with a search for connection or recognition. Schools can mitigate this risk by nurturing inclusive environments where all pupils feel valued. Peer mentoring, collaborative work and diverse representation all contribute to a culture where difference is respected and celebrated.

Particular attention should also be given to pupils with SEND, who may face additional vulnerabilities. While they are not inherently more at risk, factors such as social isolation can be exploited online. Strong pastoral support and inclusive practice are key. Schools can access a selection of resources to support pupils with SEND at sendsafe.lgfl.net.

A whole-school safeguarding approach

When pupils feel heard, respected and able to question what they see online, they are far less likely to be drawn into extremist ideologies. Helping young people develop critical thinking skills is one of the most important forms of safeguarding schools can provide. Beyond the classroom, a whole-school, multi-faceted approach is vital to building resilience to harm. This can include:

reviewing trends from safeguarding data, filtering and monitoring systems to identify emerging risks and inform the curriculum
fostering a positive culture of safeguarding where children feel safe to disclose, e.g. avoiding victim blaming, creating safe opportunities and emotionally available trusted adults
championing inclusive environments that recognise vulnerable individuals' skills - certain traits and systemic factors can create specific vulnerabilities that extremist recruiters exploit – explore research and strategies to help champion inclusive environments and prevent children with neurodivergence from being radicalised here
addressing underlying factors that could contribute to their disenfranchisement

engaging parents and carers, ensuring families understand the digital environments their children are navigating and how to seek support. Visit parentonlinesafety.lgfl.net for a ready-to-use parent presentation, along with proven strategies to promote parental engagement

ensuring policy is reflected in practice and not a tick-box exercise

Help and support for schools

Free training is available for DSLs and leadership teams:

Free curriculum resources, lesson plans and guidance are available at:

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