As part of hi-impact’s commitment to eSafety and safeguarding we fully support the government’s Prevent Strategy and have made a decision to offer free online support for all teaching professionals via this website. Our consultants and technical experts have worked with a number of our partners to offer the following information and resources.

There are hundreds of resources freely available online but after weeks of quality assurance, we have chosen to feature some of them below – collating them for easy access, all in one place. If you feel there is anything missing or have something you would like to see featured here to help other professionals then please let us know.


What is ‘Extremism’?

Extremist organisations can develop and popularise ideas which create an environment conducive to violent extremism and terrorism.

“In assessing the drivers of and pathways to radicalisation, the line between extremism and terrorism is often blurred. Terrorist groups of all kinds very often draw upon ideologies which have been developed, disseminated and popularised by extremist organisations that appear to be non-violent (such as groups which neither use violence nor specifically and openly endorse its use by others)”.
[Prevent Strategy 5.34]

“Terrorist groups can take up and exploit ideas which have been developed and sometimes popularised by extremist organisations which operate legally in this country. This has significant implications for the scope of our Prevent strategy. Evidence also suggests that some (but by no means all) of those who have been radicalised in the UK had previously participated in extremist organisations”
[Prevent Strategy – opening summary to chapter 5]

 “Schools can help to protect children from extremist and violent views in the same ways that they help to safeguard children from drugs, gang violence or alcohol. Schools’ work on Prevent needs to be seen in this context. The purpose must be to protect children from harm and to ensure that they are taught in a way that is consistent with the law and our values. Awareness of Prevent and the risks it is intended to address are both vital. Staff can help to identify, and to refer to the relevant agencies, children whose behaviour suggests that they are being drawn into terrorism or extremism”
[Prevent Strategy]

What is Prevent Strategy?

The Prevent strategy is a government strategy designed to stop people becoming terrorists or supporting terrorism. It:

responds to the ideological challenge we face from terrorism and aspects of extremism, and the threat we face from those who promote these views

provides practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support

works with a wide range of sectors (including education, criminal justice, faith, charities, online and health)

Online Training

This e-learning course includes information on how Channel links to the government’s counter-terrorism strategy (CONTEST) through the Prevent strategy.

It provides guidance on how to identify people who may be vulnerable to radicalisation and how to refer them into the Channel programme.

There are case studies to help you understand the process of identifying and referring vulnerable individuals, in addition to providing them with support, and provides you with a fundamental understanding of Channel. It takes approximately 25 minutes to complete and you need to click on all the boxes/numbers to complete fully and you can print off a certificate when finished.




  • the student/pupil is distanced from their cultural /religious heritage and experiences;
  • discomfort about their place in society;
  • personal Crisis – the student/pupil may be experiencing family tensions;
  • a sense of isolation;
  • 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.


  • 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


  • the student/pupil may have perceptions of injustice;
  • a feeling of failure;
  • rejection of civic life;


  • involvement with criminal groups
  • imprisonment; and
  • poor resettlement/reintegration on release


  • social interaction
  • empathy with others
  • understanding the consequences of their actions; and awareness of the motivations of others


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


The importance of online safety is widely recognised today, but is perceived by many as a daunting topic. Particularly in the field of extremism and radicalisation, parents may be open to guidance from their child’s school. Choose a question from the following to see Sara Khan’s advice:


Schools are now required by law to take measures to protect their pupils from extremism, and all staff (not only teachers) can expect to be challenged on this by Ofsted. Here Sara Khan addresses the concerns schools may have about this new responsibility. Choose from the following to see Sara’s advice:

Thanks to staff at LGFL for these great resources made available for all teachers. The extremely useful counter extremism videos are from LGFL & Sarah Khan.