Prevent, radicalisation and terrorism

 

PSHE education can be an effective way of equipping pupils with the resilience, character, knowledge and skills to understand and manage difficult situations. The subject can be used to teach pupils to recognise and manage risk, make safer choices, and recognise when pressure from others threatens their personal safety. This potential will only be realised, however, if teachers get the resources, training and curriculum time they need.

 

The Government has launched a new resource hub for teachers, school leaders and parents seeking to educate young people about radicalisation and extremism and increase the resilience of vulnerable young people. The site Educate Against Hate is part of a package of measures and includes resources developed by the NSPCC.

 

http://educateagainsthate.com

 

PSHE offers schools the opportunity of: teaching young people how to recognise and protect themselves from radicalisation (this may not be dissimilar to learning about other types of grooming in relation to, for example, criminality in gangs or sexual exploitation, looking at the motivations of those who are trying to radicalise young people and the myths, misinformation and manipulative techniques they might use)teaching young people how to protect or support peers who they believe are at risk (this is not particularly different from how we support any ‘at risk’ friend – for example exploring issues such as recognising when our peers are generally vulnerable; when to keep and when to break a confidence; how to support friends to get help or how to get help for them).

 

Guidance on discussing terrorist attacks

 

In light of recent terrorist activity we are keen to highlight guidance to help you respond to your pupils, who may want to discuss what has happened and could be experiencing a wide range of emotions. This guidance is not intended as a script or lesson plan, but to help teachers answer questions, structure discussion and, if appropriate, extend children’s learning and understanding. Teachers should pick out what they feel is relevant for the nature and circumstances of an event, the age and readiness of the children, and their whole-school ethos and values.

 

Primary: Discussing a terrorist attack with primary children.pdf

Secondary: Discussion framework to be used in the event of a terrorist attack - July 2016.pdf

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