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If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
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You should always identify the primary natural language of a document using a 'lang' attribute on the <html> element. See WCAG 2.1 HTML Technique H57. <html xmlns="http://www.w3.org/1999/xhtml">
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5 W605 Duplicate tag found: See matching tag on line: 22
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
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8 Safeguarding Children from Radicalisation and Extremism | Next Stage 4Life
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A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
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53 E885 [WCAG21 1.1.1/1.3.1/3.3.2/4.1.2 (A)] User interface controls should have a label or an accessible
name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" value="Search this
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63 <h1 class="h1">
63 Safeguarding Children from Radicalisation and Extremism
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 SCOPE OF THIS CHAPTER
65 </h2>
66 <p>
66 The guidance provides advice on how the home should manage and respond to concerns when
children and young people are identified as being vulnerable to violent extremism and / or
affected by the radicalisation of others. It should read in conjunction with the Local
Safeguarding Children Partnerships Procedures.
66 </p>
67 <h3 class="h3">
67 RELATED LEGISLATION
67 </h3>
68 <p>
68 <a href="http://www.legislation.gov.uk/ukpga/2015/6/contents/enacted" target="_blank">
68 Counter-Terrorism and Security Act 2015 (the Act)
68 </a>
68 </p>
69 <h3 class="h3">
69 RELEVANT GUIDANCE
69 </h3>
70 <p>
70 <a
href="https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-p
revent-duty" target="_blank">
70 Protecting Children from Radicalisation: the Prevent Duty (2015)
70 </a>
70 </p>
71 <p>
71 <a
href="https://www.gov.uk/government/news/new-safeguarding-advice-for-schools-and-childcare-pro
viders" target="_blank">
71 Safeguarding Advice for Schools and Childcare Providers – Radicalisation
71 </a>
71 </p>
72 <p>
72 <a href="http://adcs.org.uk/safeguarding/article/radicalisation-key-resources"
target="_blank">
72 Radicalisation Key Resources (Association of Directors of Children's Services)
72 </a>
72 </p>
73 <p>
73 <a href="http://www.workingtogetheronline.co.uk/" target="_blank">
73 Working Together to Safeguard Children
73 </a>
73 </p>
74 </div>
75 <h2 class="h2_underlined">
75 <br />
76 Contents
76 </h2>
77 <ol>
78 <li>
78 <a href="#intro">
78 Introduction / Definitions
78 </a>
78 </li>
79 <li>
79 <a href="#understand">
79 Understanding and Recognising Risks and Vulnerabilities of Radicalisation
79 </a>
79 </li>
80 <li>
80 <a href="#referral">
80 Referral and Intervention Processes
80 </a>
80 </li>
81 <li>
81 <a href="#online">
81 Online Safety
81 </a>
81 </li>
82 </ol>
83 <h2 class="h2_underlined">
83 <br />
84 1.
84 <a name="intro" id="intro">
84 </a>
84 Introduction / Definitions
84 </h2>
85 <p>
85 <span class="bold">
85 Radicalisation
85 </span>
85 is defined as the process by which people come to support terrorism and violent extremism and,
in some cases, go on to participate in terrorist groups.
85 </p>
86 <p>
86 <span class="bold">
86 Extremism
86 </span>
86 is the vocal or active opposition to fundamental British values, including democracy, the rule
of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs.
The government definition of extremism also includes the call for the death of members of the
armed forces, whether in the UK or overseas.
86 </p>
87 <p>
87 There is no obvious profile of a person likely to become involved in extremism, or a single
indicator of when a person might move to adopt violence in support of extremist ideas. Children
and young people can be drawn into violence or they can be exposed to the messages of extremist
groups by many means. These can include through the influence of family members or friends
and/or direct contact with extremist groups and organisations or, increasingly, through the
internet via Social media or other websites. The process of radicalisation is different for
every individual and can take place over an extended period or occur within a very short time
frame.
87 </p>
88 <p>
88 In order to be able to recognise and respond to concerns that children/young people are being
radicalised, staff working in residential units should be able to:
88 </p>
89 <ul>
90 <li>
90 Demonstrate an understanding of radicalisation and the various forms it might take, thereby
enhancing their ability to recognise signs and indicators amongst the children and young
people in our care;
90 </li>
91 <li>
91 Identify a range of interventions - universal, targeted and specialist - and have the
expertise to apply these proportionately and appropriately;
91 </li>
92 <li>
92 Take appropriate measures to safeguard the wellbeing of children living with or in direct
contact with known extremists.
92 </li>
93 </ul>
94 <p>
94 All terrorist groups seek to radicalise and recruit people to their cause, including children
and young people. The Government Prevent Strategy focuses on three key objectives to reduce the
likelihood of terrorist incidents.
94 <br />
95 These are:
95 </p>
96 <ul>
97 <li>
97 Challenging the spread of terrorist ideology;
97 </li>
98 <li>
98 Identifying and supporting vulnerable individuals; and
98 </li>
99 <li>
99 Working with key sectors and institutions.
99 </li>
100 </ul>
101 <p>
101 Early intervention work is at the heart of the Prevent Strategy and aims to protect and divert
people away from being drawn into terrorist activity.
101 <span class="bold">
101 Channel
101 </span>
101 is also a key element of the
101 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/a_prevent.html"
target="_blank">
101 Prevent
101 </a>
101 strategy. It is a multi-agency approach to protect people at risk from radicalisation and uses
existing collaboration between local authorities and statutory agencies as well as the Police
and local community.
101 </p>
102 <h2 class="h2_underlined">
102 <br />
103 2.
103 <a name="understand" id="understand">
103 </a>
103 Understanding and Recognising Risks and Vulnerabilities of Extremism and Radicalisation
103 </h2>
104 <p>
104 Since the publication of the Prevent Strategy, there has been an increased awareness of the
specific need to safeguard children and young people from violent extremism. Keeping children
safe from these risks is a safeguarding matter and should, in the first instance, be approached
in the same way as any other safeguarding concern.
104 </p>
105 <p>
105 Children and young people can be drawn into violence or they can be exposed to the messages of
extremist groups by many means. This can include through the influence of family members or
friends and/or direct contact with extremist groups and organisations or, increasingly, through
the internet via Social media or other websites.
105 </p>
106 <p>
106 Often this exposure takes the form of a "grooming" process where the vulnerabilities
of a young person are exploited to form an exclusive friendship which draws the young person
away from other influences that might challenge the radical ideology.
106 </p>
107 <p>
107 The Government Channel Guidance assesses vulnerability using a framework built around three
dimensions:
107 </p>
108 <ul>
109 <li>
109 Engagement with a group, cause or ideology;
109 </li>
110 <li>
110 Intent to cause harm; and
110 </li>
111 <li>
111 Capability to cause harm.
111 </li>
112 </ul>
113 <p>
113 The risk of radicalisation is the product of a number of factors and identifying this risk
requires that staff exercise their professional judgement, seeking further advice as
necessary. Radicalisation may be combined with other vulnerabilities or may be the only
risk identified. Potential indicators of the risk of radicalisation include:
113 </p>
114 <ul>
115 <li>
115 Use of inappropriate language;
115 </li>
116 <li>
116 Possession of violent extremist literature;
116 </li>
117 <li>
117 Behavioural changes; increasingly centred around an extremist ideology;
117 </li>
118 <li>
118 The expression of extremist views;
118 </li>
119 <li>
119 Advocating violent actions and means;
119 </li>
120 <li>
120 Association with known extremists;
120 </li>
121 <li>
121 Seeking to recruit others to an extremist ideology;
121 </li>
122 <li>
122 A change of style of dress or personal appearance to accord with the group;
122 </li>
123 <li>
123 Loss of interest in other friends and activities not associated with the extremist ideology.
123 </li>
124 </ul>
125 <p>
125 The above list is not exhaustive and there may be other indicators that the child or young
person is at risk of violent extremism and radicalisation.
125 </p>
126 <p>
126 There a clear difference between espousing radical and extreme views and acting on them, and
staff should ensure that any assessments of risk place behaviour in the family and social
context of the young person and include information about the young person's peer group and
conduct and behaviour at school. Holding radical or extreme views is not illegal, but inciting a
person to commit an act in the name of any belief is in itself an offence.
126 </p>
127 <h2 class="h2_underlined">
127 <br />
128 3.
128 <a name="referral" id="referral">
128 </a>
128 Referral and Intervention Processes
128 </h2>
129 <p>
129 If staff have any concerns, for example as a result of observed behaviour, incidents or reports
of conversations to suggest the child supports terrorism and/or violent extremism, they must
report these concerns to the registered manager immediately. The social worker for the child
must also be informed of the concern as soon as possible. It will be their responsibility to
respond to the concerns, including by referral to the local Channel Panel if appropriate.
129 </p>
130 <p>
130 Consideration should also be given to the need for an emergency response - however this will be
extremely rare but could include where there is information that a violent act is imminent or
where weapons or other materials may be in the possession of a young person or member of his or
her family. In this situation a 999 call must be made. In addition to contacting the Emergency
Services, the placing authority for the child must be advised of the concern immediately.
130 </p>
131 <h2 class="h2_underlined">
131 <br />
132 4.
132 <a name="online" id="online">
132 </a>
132 Online Safety
132 </h2>
133 <p>
133 Social media can be used to promote extremist ideas and radicalise young people. Often social
media glorifies violence. Staff should be vigilant and seek advice from a manager if they are
concerned about material a young person has accessed online.
133 <a href="https://www.gov.uk/report-terrorism" target="_blank">
133 Click here to report suspected online terrorist content
133 </a>
133 .
133 </p>
134 <p>
134 You can also refer content of concern directly to social media platforms – see
134 <a
href="http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/safety-fea
tures" target="_blank">
134 UK Safer Internet Centre
134 </a>
134 .
134 </p>
135 <p>
135 <br />
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151 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
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