---
title: Extremism and Radicalisation
description: "**1 | Our pledge and legal duty** Positive Aspirations Group is committed to offering every child a secure home where difficult ideas can be explored safely. Under the **Counter-Terrorism & Security Act 2015** (“Prevent Duty”) we must show *due regard*…"
url: "https://handbook.co.uk/docs/extremism-and-radicalisation/"
updated: "2025-10-21"
category: Foster Carer Handbook
tags:
  - Extremism and Radicalisation
---

# Extremism and Radicalisation

**1 | Our pledge and legal duty**

Positive Aspirations Group is committed to offering every child a secure home where difficult ideas can be explored safely. Under the **Counter-Terrorism & Security Act 2015** (“Prevent Duty”) we must show *due regard* to stopping anyone—especially vulnerable children—being drawn into extremist ideology, hatred or terrorism. Freedom of speech is a cherished value, but it ends where speech incites violence or hatred. Safeguarding overrides all other considerations.

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**2 | Why looked-after children may be at higher risk**

| **Risk factor** | **What it can look like** |
| --- | --- |
| **Unresolved trauma / anger** | attraction to narratives that blame “the system” or certain groups for their pain |
| **Need to belong** | on-line grooming via gaming forums or encrypted apps that offer “family” |
| **Identity confusion** | extremist content that offers a single, rigid identity or cause |
| **Isolation or school refusal** | more unsupervised time online, echo-chamber communities |

Extremists exploit these vulnerabilities to create division, fear and mistrust.

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**3 | Spotting early warning signs**

- Sudden use of derogatory or hate language (“kuffar”, “groomers”, “infidels”).
- Glorifying extremist symbols, flags, slogans in artwork, notebooks or graffiti.
- Secrecy around devices; multiple accounts or encrypted apps (Telegram, Discord private servers).
- Rejecting old friends, hobbies or dress style in favour of new, rigid rules.
- Fixation on conspiracy theories; unwillingness to hear alternative views.
- Physical changes—black clothing, specific haircuts, “lone-wolf” paraphernalia—or repeated watching of extremist or violent videos.

Write down *exact* phrases or symbols; context is key when specialists assess risk.

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**4 | Immediate steps if you’re worried**

1. **Stay calm and curious.** Ask open questions: “Tell me more about that video.”
2. **Record objectively:** date, time, what was seen/heard, who else was present.
3. **Report within two hours** to the Registered Manager (or on-call lead) **and** inform your Supervising Social Worker.
4. **Do not confront or confiscate devices** unless there is imminent danger; an angry shutdown can push the young person further into secrecy.
5. **Preserve evidence** – screenshots, URLs, usernames.

The Registered Manager decides whether to:

- escalate to the placing Local Authority and request Channel Panel involvement;
- consult the police Counter-Terrorism Liaison Officer;
- update safer-caring plan and risk matrix.

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**5 | Risk assessment & planning**

- Each concern triggers a **Prevent Risk-Matrix** (low–moderate–high–imminent).
- Actions go into the Safer Caring Policy: extra supervision online, device-time limits, safe adults list, pro-social clubs or mentoring.
- Review fortnightly—or sooner if behaviour shifts.

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**6 | Building protective factors every day**

| **Protective theme** | **Practical carer actions** |
| --- | --- |
| **Democracy & voice** | Family meetings where everyone votes on weekend activities; explaining why majority decisions still respect minority views. |
| **Rule of law** | Model fair consequences; link household rules to wider laws (“bike helmet keeps you safe *and* it’s the law”). |
| **Individual liberty** | Encourage choice in hobbies, dress, faith practice (or non-practice). |
| **Mutual respect & tolerance** | Celebrate all festivals represented in school; invite respectful questions about differences. |
| **Critical-thinking skills** | Teach “check the source” habits—compare three websites, look for .gov or .edu, discuss satire vs fact. |

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**7 | Training and support from the agency**

- **Mandatory Prevent / Channel e-learning** for all carers and staff (renew every 2 years).
- Annual **e-safety workshop** covering encryption apps, livestream risks and emerging platforms.
- **Equality & diversity modules** that arm carers with language to challenge prejudice safely.
- Access to a **Safeguarding Advisor** for case-specific coaching and joint school meetings.

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**8 | Roles & lines of accountability**

- **Registered Manager** – strategic lead; liaises with police, Channel, Local Authorities; logs incidents centrally.
- **Supervising Social Worker (SSW)** – first line of support; completes risk matrix, updates Safer Caring Policy.
- **Foster carer** – daily observer and role-model; records, reports and implements risk-reduction actions.
- **Children & young people** – encouraged to discuss world events, ask questions and report hate content.

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**9 | When extremist content appears in the home**

- **Videos / literature:** store in a sealed envelope or password-protected file; hand to your SSW.
- **Graffiti or drawings:** photograph before removal; include in incident report.
- **Third-party influence (friend, relative, online contact):** gather identifiers (username, email, phone) and pass to the Registered Manager.

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**In essence:** Extremism thrives on secrecy and division. By creating an open, respectful household and acting decisively on concerns, you form a frontline defence that keeps young people safe, curious and free to build their *own* positive aspirations.