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 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 facing a complex challenge as children are increasingly exposed to extremist content and harmful online influences through their social media, apps and games. With referrals to the Prevent programme rising significantly and young people — particularly those aged 11–15 —making up the largest group, the role of schools in identifying risk and building resilience has never been more critical. Research from the Open Innovation Team commissioned to better understand ‘what works’ in schools advocates an integrated, whole-school approach in order to address the key drivers and complex pathways to extremism and radicalisation. Below are some strategies, tips and ideas to help educators strengthen their 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 complex or contentious issues, without fear of judgement. Activities such as debates, role play and guided discussions 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.

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. From analysing historical challenges to democracy, and exploring identity and belonging through literacy, poetry, and art, to planning assemblies and circle time discussions around significant calendar events such as Holocaust Memorial Day (Jan), Safer Internet Day (Feb), Hate Crime Awareness Week (Oct), Anti-Bullying Week (Nov), there are rich opportunities to explore the building blocks of extremism. Student voice initiatives, such as school councils and mock elections can also provide 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.  Much of this is presented through humour, memes or sensationalised videos.  They may appear harmless initially but can gradually incite hate and normalise more extreme viewpoints.

In an age of unregulated online exposure, critical thinking must go beyond simple fact-checking. Pupils need to understand how and why content is created, 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 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.

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 https://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 risk and inform the curriculum.
• fostering a positive culture of safeguarding where children feel safe to disclose e.g. avoiding victim blaming, creating safe spaces, emotionally available trusted adults
• championing inclusive environments that recognise vulnerable individuals’ skills and address 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
• ensuring policy is reflected in practice and not a tick-box exercise

Help and support for schools

The London Grid for Learning and Educate Against Hate  both offer free teaching materials, lesson plans and guidance