Preventing Extremism & Radicalisation Policy

2022

Extremism is defined by the Crown Prosecution Service as: The demonstration of unacceptable behaviour by using any means or medium to express views which:

- • justify or glorify terrorist violence in furtherance of particular beliefs; • justify or glorify terrorist violence in furtherance of particular beliefs;
- • to provoke others to terrorist acts; • to provoke others to terrorist acts;
- • other serious criminal activity or seek to provoke others to serious criminal acts; • other serious criminal activity or seek to provoke others to serious criminal acts; or
- • hatred which might lead to inter-community violence in the UK. • hatred which might lead to inter-community violence in the UK.

There is no such thing as a “typical extremist”. Those who become involved in violent extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.

Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors. It is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between and their families and communities, ie to create a ‘them’ and ‘us’ mentality. It is vital that all school staff are able to recognise those vulnerabilities.

Indicators of vulnerability include:

- • Crisis – the student/pupil is distanced from their cultural/religious heritage and • Crisis – the student/pupil is distanced from their cultural/religious heritage and experiences discomfort about their place in society;
- • Crisis – the student/pupil may be experiencing family tensions; a sense of isolation; • Crisis – the student/pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging;
- • Circumstances – migration; local community tensions; and events affecting the • Circumstances – migration; local community tensions; and events affecting the student/pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;
- • Aspirations – the student/pupil may have perceptions of injustice; a feeling of failure; • Aspirations – the student/pupil may have perceptions of injustice; a feeling of failure; rejection of civic life;
- • of Criminality – which may include involvement with criminal groups, • of Criminality – which may include involvement with criminal groups, imprisonment, and poor resettlement/reintegration;
- • Learning Need – students/pupils may experience difficulties with social • Learning Need – students/pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.

However, this list is not exhaustive, nor does it mean that all young people experiencing the above will encounter radicalisation for the purposes of violent extremism.

More critical risk factors could include:

- • in contact with extremist recruiters; • in contact with extremist recruiters;
- • violent extremist websites, especially those with a social networking element; • violent extremist websites, especially those with a social networking element;
- • or accessing violent extremist literature; • or accessing violent extremist literature;
- • extremist narratives and a global ideology to explain personal disadvantage; • extremist narratives and a global ideology to explain personal disadvantage;
- • the use of violence to solve societal issues; • the use of violence to solve societal issues;
- • or seeking to join extremist organisations; • or seeking to join extremist organisations;
- • changes to appearance and/or behaviour; • changes to appearance and/or behaviour;
- • a high level of social isolation resulting in issues of identity crisis and/or • a high level of social isolation resulting in issues of identity crisis and/or personal crisis.

5. PROCEDURES FOR REFERRALS

It is important for us to be constantly vigilant and remain fully informed about the issues which affect the local area, town and society in which we work and live. Staff are reminded to suspend any ‘professional disbelief’ that instances of radicalisation ‘could happen here’ and to be ‘professionally