What the Prevent duty means for schools and colleges in England
In July 2015, a legal duty came into force requiring that ‘specified authorities’, including schools and further education colleges (‘colleges’), show ‘due regard to the need to prevent people from being drawn into terrorism’ – popularly referred to as the ‘Prevent duty’.
The report ‘What the Prevent duty means for schools and colleges in England: An analysis of educationalists’ experiences’, published 2 years after the introduction of the Prevent duty, seeks to get beyond the, at times, polarised public debate about the duty to explore, in a systematic and evidenced way, the experiences of ‘front line’ education professionals in schools and colleges (that is, teaching staff, school/college leaders, support staff and technical staff).
The report addresses four key questions:
- How has the new Prevent duty been interpreted by staff in schools and colleges in England?
- How confident do school/college staff feel with regards to implementing the Prevent duty?
- What impacts, if any, do school/college staff think the Prevent duty has had on their school or college, and on their interactions with students and parents?
- To what extent, if at all, have school/college staff opposed or questioned the legitimacy of the Prevent duty?
Our findings include the following:
- While there has been widespread engagement with key government messages about understanding Prevent as part of ‘safeguarding’ and the Prevent duty applying to all forms of extremism, there was less certainty about, and even resistance to, the requirement on schools to build resilience against extremism amongst their students by promoting ‘fundamental British values’. We found considerable discomfort and uncertainty around the focus on the specifically British nature and content of these values and concern about how this can be translated in to inclusive curriculum content and practice;
- While confidence in implementing the Prevent duty is generally fairly high, it is, on average, significantly lower among less experienced members of staff and those who are not part of institutional safeguarding teams;
- There was relatively little support among respondents for the idea that the Prevent duty has led to a ‘chilling effect’ on conversations with students in the classroom and beyond. We believe this is in large part due to initiatives undertaken by schools, colleges and individual educational professionals to pre-empt such outcomes;
- There were, however, widespread – and in some cases very acute – concerns about increased stigmatisation of Muslim students in the context of the Prevent duty;
- While we did find some criticism of, and scepticism about the efficacy of, the Prevent duty, particularly among senior leaders and BME respondents, very few respondents directly questioned the legitimacy of the duty or expressed wholesale opposition to it.
The research is based on a combination of in-depth qualitative interviews with 70 education professionals across 14 schools and colleges in 2 areas of England (West Yorkshire and London); in-depth qualitative interviews with 8 local authority level Prevent practitioners working in different local authority areas to support schools and colleges; and a national online survey of educationalists (n=225).
You can download a copy of the report here. For more information, please contact email@example.com.
The research was undertaken by Joel Busher (Coventry University), Tufyal Choudhury (Durham University), Paul Thomas (University of Huddersfield) and Gareth Harris (Coventry University).
The research was funded by the Aziz Foundation, with support from the Centre for Trust, Peace and Social Relations at Coventry University, and additional support from Durham University and the University of Huddersfield.
Everyday Resistance of Kurds And Palestinians: Countering Domination via Nonviolent Means
This conference will explore the power of everyday resistance among Kurds and Palestinians and the different shapes and forms this takes locally and transnationally. People of Kurdistan and Palestine have a long history of resistance and they have shown many examples of what James Scott called “weapons of the weak”. In all three contexts, it is possible to find examples of nonviolent collective and individual actions which have deep symbolic and ideological underpinnings. Often everyday resistance practices intersect with organised political collectives that are much more visible than the typically subtle repertoires of everyday resistance.
Refugee resettlement: global dynamics, local challenges
Around 22.5 million people around the world have been displaced across international borders by armed conflict, persecution or human rights violations. UNHCR estimates that two thirds of this population have been living in long-term, protracted displacement. For this Breakfast Briefing, Coventry Refugee and Migrant Centre with the Centre for Trust, Peace and Social Relations invite you to a discussion on the global dynamics and local challenges of refugee resettlement. We will ask; what is it like to be a refugee undergoing resettlement?
Grassroots to Global: Development from Below
The Global Development Research Group at the Centre for Trust, Peace and Social Relations (CTPSR) at Coventry University is pleased to announce a call for papers for their forthcoming academic conference entitled “Grassroots to Global: Development from Below”. This one-day conference will bring together academics, practitioners and policy-makers from across disciplines, focusing on development practice at grassroots level and implications for global development discourse.
The Big Question: What has Grenfell Tower taught us about housing, racism and social justice?
The inferno that engulfed the Grenfell Tower was a personal disaster for the many who lost their friends and families. The subsequent analysis and media frenzy highlighted issues of housing, social justice and racism. In a city celebrated for its diversity and social liberalism but which is polarised by race and class, poor working class and communities of colour appear to have been corralled into the worst housing in a global city in the 21st century.
The Other America: White working class views on belonging, change, identity and immigration
This report presents an analysis of white working-class communities’ perspectives on belonging, change, identity, and immigration. Recent studies about the white working class focus on national politics, religion, and immigration; this study tells a national story from a grassroots perspective with an eye toward the prospects for cross-racial coalition building between working-class white communities and communities of color.