Work

Preventing and countering extremism in the educational sector: Interrogating policy, challenging practices

Year: 2025

Type: article

Abstract: Since the introduction of the Prevent Duty Guidance (PDG) in 2015, public-facing organisations have been legally obligated to report concerns about individuals suspected of engaging in extremism or being at risk of radicalisation. Since inception, critical commentators have argued that implementation of this directive has intensified extant problems created by the Prevent Strategy and accelerated unwarranted processes of securitisation within education, healthcare, and welfare sectors. To extend critical social policy research in this area, in this article we present findings from a qualitative empirical study involving schoolteachers responsible for implementing PDG in the United Kingdom. Our aim is to elucidate two interconnected and recurrent concerns expressed by participants responsible for counter-extremism safeguarding: the ‘suspectification’ of young Muslims and the deleterious effects of ‘false positive’ referrals. Our analysis illuminates ongoing and significant challenges encountered by educators implementing counter-extremism policies and highlights problematic effects on targeted individuals and communities.

Source: Critical Social Policy

DOI: 10.1177/02610183251379386

Authors: JANE LOUISE HORTON, GABE MYTHEN, JACOB ASTLEY

Institution: University of Liverpool

Language: English

Topic: Terrorism, Counterterrorism, and Political Violence

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Peace, justice, and strong institutions, Quality education

Open Access status: hybrid

Estimated APC paid: $3,650