The issue of radicalisation and extremism is not necessarily a ‘new’ occurrence but is one that is increasingly prevalent in both political and social agendas (Sewell & Hulusi, 2016). Research indicates a worrying rise in the prevalence of radicalised children and young people over the past few decades (e.g. Home Office, 2011a; Kundani, 2012). Given the adverse negative outcomes that are associated with such forms of radicalisation, researchers and policy makers have been keen to focus on identifying causal routes and find ways of implementing preventative anti-radicalisation measures. School-based anti-radicalisation training (Prevent) has been identified as one potentially effective means of preventing the above problems (e.g. Home Office, 2011a). Whilst there is seemingly more research available on the ‘factors’ that influence the radicalisation process in children and young people (e.g. Bartlett & Miller, 2012) there is very little research available on the role of teachers in attempting to address this. As part of the government’s Prevent programme, teachers are now expected to play a central role in highlighting children and young people that are at risk of being radicalised. How this is achieved, however, is something of a contentious issue.
The aim of the current study was to explore teachers’ values and beliefs towards radicalisation and extremism, as well as their perceptions of and attitudes towards the implementation of current anti-radicalisation strategies (Prevent). The role of the Educational Psychologist in supporting teachers was also addressed. A sequential explanatory mixed methods design was used to explore the issue of radicalisation and extremism in as rich a sample as possible through maximum variation sampling. A total of 38 teachers were included in the analyses. Quantitative data were analysed using descriptive statistics. There were ten focus teachers in the qualitative strand with teachers’ interview data analysed thematically. There were a number of implications for researchers, practitioners, and programme developers as a result of the findings from the study. Specifically, the need for the core components of the Prevent programme to be far clearer and for teachers to be better supported in their efforts to implement anti-radicalisation strategies, both in training and with the ongoing support they receive. There were also some significant implications for how Prevent is being disseminated in schools, with teachers reporting that they felt it is important that children, young people, and their families are included in the process.
