Education Adviser, Claire Steele, discusses the safeguarding implications of exposure to public prejudice, including why schools should address public discourse… 

Across the UK, schools are increasingly feeling the impact of global events on local communities. Children and young people are growing up in a world where global events are reported instantly through news coverage, social media and online commentary. 

This rhetoric may appear in headlines, political commentary, online forums and social media platforms that pupils of all ages can access, intentionally or otherwise.  

Prejudice directed at Jewish and Muslim children is not always abstract or distant – it is increasingly being experienced in classrooms, corridors and playgrounds. 

From a safeguarding perspective, schools have an essential role in helping pupils make sense of these messages. Safeguarding is not limited to protection from physical harm; it encompasses emotional wellbeing, psychological safety and the right of every child to feel safe, valued and able to learn.  

Schools have a legal and moral responsibility to challenge prejudice and to educate children in tolerance and understanding, in line with British Values and the Prevent Duty. 

Safeguarding Implications of Exposure to Public Prejudice 

Antisemitism and anti-Islamic hatred are forms of racism and religious discrimination. When encountered through news or online content, this can be deeply unsettling for children and young people and if left unchallenged, can create environments that are unsafe and harmful.  

Pupils who are targeted may experience anxiety, fear, isolation, reduced self-esteem, school avoidance and poor academic outcomes. Over time, persistent exposure to prejudice can contribute to more serious mental health concerns.  

Statutory safeguarding guidance recognises emotional abuse as including persistent behaviours that make a child feel worthless, unloved or unsafe. Prejudice-based bullying, harassment and hate incidents clearly fall within this definition. Even so-called “banter” can have a cumulative and damaging impact, particularly when it relates to a child’s faith, identity or family background. (Paragraph 32 in KCSIE 2025) 

There is also a wider safeguarding concern. Prejudice that goes unchallenged can normalise hostility towards groups perceived as “other”. In some cases, this can make children and young people more vulnerable to extremist narratives that exploit fear, grievance and misinformation. This is where the Prevent Duty is directly relevant to schools. 

The Prevent Duty: Supporting Pupils to Navigate Harmful Narratives 

Under Section 26 of the Counter-Terrorism and Security Act 2015, schools have a duty to have “due regard to the need to prevent people from being drawn into terrorism”.  

Crucially, Prevent is a safeguarding duty. It is not about criminalising children or monitoring political views; it is about early identification of vulnerability and ensuring appropriate support. 

When antisemitic or anti-Islamic views are visible in the public sphere, schools play a crucial role in helping pupils understand and critically evaluate these narratives. Some pupils may encounter extreme or misleading content online that frames events in simplistic or divisive ways. Others may hear adults, commentators or influencers expressing views that normalise hostility towards particular groups. 

Addressing this does not require schools to comment on political positions or international conflicts. Instead, it involves: 

• Teaching pupils how to recognise bias, misinformation and inflammatory language (KCSIE 2025 references this in paragraph 135) 

• Reinforcing that prejudice and hate are never acceptable responses to global events 

• Supporting pupils to ask questions in a safe and structured way 

• Knowing when concerns about vulnerability or exposure to extremist content should be addressed through safeguarding or Prevent processes 

This work is preventative and protective, helping pupils develop resilience and critical thinking skills. 

Why Schools Should Address Public Discourse, Not Ignore It 

Schools cannot control what pupils see on the news or online, but they can control how pupils are supported to process it. Avoiding discussion altogether can leave children to make sense of complex and emotive issues alone, often relying on unregulated sources or peer interpretation. 

Safeguarding requires adults to acknowledge when external events may be affecting pupils. Calm, measured and age-appropriate conversations help reduce fear and confusion. They also provide reassurance that school is a place of safety, where difficult topics can be explored respectfully. 

Crucially, challenging antisemitism and anti-Islamic prejudice does not mean schools are endorsing particular viewpoints. It means reinforcing clear boundaries: hatred, stereotyping and dehumanisation have no place in a democratic society. 

British Values as a Stabilising Framework 

British Values offer schools a clear and non-political framework for responding to prejudice in public discourse. 

Democracy: Pupils should learn that a range of views exist in society, but that democratic debate must be conducted with respect. Schools can model how to disagree without resorting to hatred or exclusion. 

The Rule of Law: Teaching that hate crime and harassment are against the law helps pupils understand that some expressions of prejudice go beyond free speech and cause real harm. Clear policies and consistent responses demonstrate that schools will act to protect pupils. 

Individual Liberty: Schools should ensure that all pupils are supported to practise their religion and express their identity without fear of ridicule or reprisal. 

Mutual Respect and Tolerance of Different Faiths and Beliefs: Central to preventing prejudice, respect involves active learning, challenging stereotypes and recognising shared humanity, not passive acceptance. 

Celebrating cultures as a safeguarding strategy: Celebrating different cultures is not a tokenistic activity or an optional extra. When embedded meaningfully, it is a powerful preventative safeguarding measure. This work should be embedded across the curriculum, not confined to special events. It includes teaching history, culture and belief systems with accuracy and respect, and ensuring representation goes beyond moments of crisis or conflict. 

Education that builds understanding and empathy strengthens safeguarding and supports the aims of the Prevent Duty by reducing vulnerability to polarising narratives. 

This includes: 

• High-quality teaching in RE, PSHE and across the wider curriculum 

• Diverse texts, examples and role models across subjects 

• Honest, age-appropriate discussions about prejudice and its impact 

Education that builds knowledge and empathy strengthens pupils’ resilience to extremist narratives and supports the aims of the Prevent Duty. 

The Role of Staff and Leadership 

Safeguarding is everyone’s responsibility, but leadership sets the tone.  Monitoring pupil wellbeing, listening to concerns and offering reassurance are all part of safeguarding.  

Safe reporting systems, strong pastoral support and meaningful pupil voice help ensure concerns are identified early. For Jewish and Muslim pupils, knowing that trusted adults will listen and act is a key protective factor. 

Summary: Schools as Places of Safety and Sense-Making 

In times of heightened public tension, schools are a crucial line of defence against the impact of prejudice. By helping pupils understand the difference between information and hate, debate and dehumanisation, schools fulfil both their safeguarding responsibilities and their duty under Prevent. 

By embedding British Values, celebrating cultural diversity and supporting pupils to navigate the wider world thoughtfully and compassionately, schools help ensure that children grow up not fearful of difference, but confident in their shared humanity. 

Education, in this sense, is not only about knowledge – it is about protection, belonging and hope. Education remains one of our strongest safeguarding tools. Used well, it can protect, empower and unite the next generation.

If any of this has got you thinking and you’d like more support or advice, our expert RSHE and Safeguarding Advisers can help. Contact us on safeguarding@servicesforeducation.co.uk for more information.  

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  About the Author

With over 20 years of experience in primary education, Claire Steele is a respected and committed school leader who has worked across a diverse range of schools and multi-academy trusts. Her previous roles include Assistant Principal, Designated Safeguarding Lead (DSL), and Senior Mental Health and Wellbeing Lead. She has also worked extensively with partners to support the delivery of a wide range of National Professional Qualifications (NPQs).

Claire is deeply passionate about creating safe, inclusive, and nurturing school environments, where the wellbeing of pupils is at the heart of practice. She brings her extensive knowledge, dedication, and enthusiasm to Services For Education, supporting schools in embedding effective and compassionate safeguarding practices at every level.

Working as part of our team of advisers, Claire delivers high-quality, comprehensive safeguarding training and conducts thorough safeguarding audits in schools. She also champions SEND and equality, ensuring these values are central to all aspects of her work.