Background to the ‘Prevent duty’ on schools and colleges 11 2.1. Initially when you don’t see [the students] on a daily basis, you think, ‘is it; does it really need to be that strong?’ But I actually think it probably does; I do see the point of it. Coventry, UK: Centre for Trust, Peace and Social Relations. Thinking that you’ll get it wrong, and yet, your overriding concern is that you’ll miss something. Colleges and universities should not be held responsible for what they cannot prevent. This is in sharp contrast with their white British colleagues, among whom just 9% reported a decline in open discussions, 32% stated that there has been no change and 43% stated that the Duty has led to more open discussions. (R21, middle manager, secondary school, Yorkshire), [It is] like safeguarding: we must be there to protect and to be there for the young and vulnerable people, the vulnerable adults and so on. It is also clear that both the seemingly broad professional acceptance of the Duty and the limited reports of a chilling effect in classrooms were to an important extent a product not of policy design as such but of processes of policy enactment by professionals as they sought to minimise the Duty’s disruption of their existing practice and institutional culture and ethos. She then taught humanities and social sciences in schools in London, Oxfordshire and West Sussex, where she ran the history department in a challenging comprehensive. This webinar provides the opportunity to hear about the scope of the duty and for colleges to better understand how this will impact on governors, senior leaders, staff and students. Slides by Ofsted on the Prevent Duty for schools can be viewed here3.The Educate Against Hate website carries extensive information and practical advice for teachers and school leaders about protecting children from radicalisation and extremism.4. Understanding Prevent - this programme on BBC Radio 4 explores the origins and evolution of the Prevent strategy.5. What the Prevent Duty means for schools and colleges in England: An analysis of educationalists’ experiences, July 2017. […] I suppose that’s what I’m trying to get at, and I don’t mean to blame it [the Prevent Duty], because there’s an overriding system, I think, you know, better to be vigilant and make that mistake, and find out, like we did, that there was absolutely nothing to be concerned about. The Prevent duty, introduced as part of the Counter-Terrorism and Security Act 2015, requires schools, further education colleges and other ‘specified authorities’ (including universities and health and social services) to show ‘due regard to … There are three specific objectives: 1) respond to the ideological challenge of terrorism and the threat we face from those who promote it; I think some of the negativity that I’ve picked up on, and it’s not been said in the training sessions, it’s just in conversations, that although the presentation is all around extremism, radicalisation – that it also includes radicalisation and extreme of right-wing as well as ISIS, and animal rights and the Northern Ireland issues – I think still people still believe it’s actually aimed at Muslims and ISIS … They believe that Prevent has come about because of Muslims. Part of Springer Nature. Similarly, while some of the findings resonate with criticisms of the Duty, particularly around concerns that it has the potential to exacerbate the stigmatisation of Muslim students, they also draw attention to how education professionals have worked to mitigate those risks and have identified opportunities to reinvigorate areas of work around citizenship, democracy, equalities and anti-racism that had previously been de-prioritised. 2, social workers and social work academics, for example, have criticised this elision of Prevent and safeguarding, arguing that it risks silencing and pathologising individuals rather than understanding and engaging with their practices as acts of dissent, and that the expansion of surveillance entailed by Prevent could actually undermine safeguarding work by generating a climate of suspicion between service providers and the individuals and families with which they work. Given evidence elsewhere about self-censorship among people who perceive themselves to be a focus of security policy attention (Mythen, Walklate, & Khan, 2013; Younis & Jadhav, 2019), this variation warrants serious attention. Findings 23 4.1. I don’t know what the over eighteen referral rate is, do you know? And this is just another thing. (R32, teacher, secondary school, Yorkshire), One of the things that we’ve found when we’ve been rolling out the training is staff can get quite nervous about it. What is it? As we have argued elsewhere, part of the explanation for the relative absence of expressed opposition likely lies in ‘pragmatic acceptance’ (Busher, Choudhury, & Thomas. But we talk about duty of care, which our lecturers have always had for years. Some stated, for example, that it had given them more confidence to work with students on topics previously considered too contentious. The Prevent Duty Colleges and Universities, what are my buying options? 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