Radicalisation is the process through which a person comes to support terrorism or terrorist ideologies.

A child may encounter radicalising influences:

• Online
• Through social media
• Through gaming or messaging platforms
• Through peers or friendship groups
• Within family or community relationships
• Through direct contact with individuals or groups

Radicalisation may develop gradually or occur over a shorter period. It can involve grooming, manipulation, exploitation and the targeting of personal or social vulnerabilities.

Holding strong, political, religious or controversial views does not by itself mean that a child is being radicalised. Professionals must consider the content, context and potential impact of the child’s behaviour, relationships and influences.

What is Extremism?

Professionals should use the definition set out in current government guidance rather than relying on personal interpretations of what is considered extreme.

Concerns may involve ideologies that promote or advance violence, hatred or intolerance and seek to undermine the rights and freedoms of others or threaten the UK’s democratic system and institutions.

Extremism is not associated with one religion, culture, community or political position. Risks can emerge from different ideologies and online subcultures.

Further information is available in the government’s Prevent duty guidance and key principles of Prevent.

Possible Indicators

There is no single indicator that confirms radicalisation. The following may warrant further exploration when seen in context or as part of a pattern:

Changes in Behaviour or Relationships

• Increasing isolation from family, friends or established support
• Significant and unexplained changes in peer groups
• Increased secrecy about relationships or activities
• Withdrawal from education or usual interests
• Growing hostility towards people perceived as different
• A marked change from the child’s usual presentation

Language, Beliefs or Intent

• Expressing support for terrorist organisations or violent action
• Glorifying violence linked to an ideology
• Repeating dehumanising or hatred-based narratives
• Expressing a desire to harm others in support of a cause
• Showing interest in travelling for terrorism-related purposes

Online Activity

• Accessing, creating or sharing terrorist or extremist material
• Communicating with people who promote terrorism or violence
• Participating in online spaces that encourage extremist action
• Concealing concerning online contacts or activity

These indicators must not be used as a diagnostic checklist. Professionals should distinguish between lawful debate, strongly held views, safeguarding vulnerability and a developing risk of terrorism.

Professionals should consider:

• What has changed for this child?
• What exactly has been seen, heard or reported?
• Is the concern based on evidence or assumption?
• What does the child say about their views and experiences?
• Who is influencing the child online and offline?
• Is anyone directing, manipulating, grooming or pressuring them?
• Does the child support violence or terrorism, or are they exploring ideas?
• Are there indications of intent, planning or capability?
• What vulnerabilities or unmet needs may be present?
• What protective relationships and support are available?
• Are there wider safeguarding concerns?
• What relevant information may be held by other agencies?

Practice Considerations

Radicalisation is a Safeguarding Issue

Children at risk of radicalisation require safeguarding responses.

Professionals should approach concerns in the same way as other forms of exploitation or abuse.

Avoid Assumptions and Stereotypes

There is no single profile of a child vulnerable to radicalisation.

Professionals should avoid assumptions based on:

• Religion
• Ethnicity
• Culture
• Nationality
• Appearance
• Disability

Assessment should be based on evidence, behaviour, vulnerability and risk.

Consider Wider Safeguarding Needs

Children vulnerable to radicalisation may also experience:

• Online harm
• Exploitation
• Neglect
• Emotional abuse
• Mental health difficulties
• Social isolation

A holistic assessment is essential.

Build Trusting Relationships

Children are more likely to discuss concerns when they feel safe, respected and listened to.

Professionals should:

• Remain curious.
• Explore concerns sensitively.
• Avoid confrontation.
• Focus on understanding rather than judgement.

1. Seek Safeguarding Advice 

If you are concerned that a child or young person may be susceptible to radicalisation, speak to your organisation’s Designated Safeguarding Lead,  safeguarding lead or line manager in the first instance, unless there is an immediate emergency. 

Do not investigate the concern yourself or attempt to test or challenge the child’s beliefs through confrontation.

2. Record the Concern

Record:

• What was seen, heard or disclosed
• The child’s exact words where possible
• Relevant online or offline context
• Changes in behaviour or relationships
• The basis for the concern
• Advice sought and action taken
• Your professional analysis

Separate fact, observation, reported information and professional opinion.

3. Follow the Agreed Prevent Referral Pathway

Referral arrangements can vary between local authority areas. Professionals working in South Tyneside should follow the locally agreed Prevent referral pathway and should not assume that a referral to another service automatically constitutes a Prevent referral. 

Where a Prevent referral is required:

• Complete the national Prevent referral process.
• Follow your organisation’s safeguarding and information-sharing procedures.
• Submit the referral to Counter Terrorism Policing North East is fimunorth@ctpne.police.uk using the Prevent referral form.

4. Consider Wider Safeguarding Needs

A Prevent referral does not replace:

• A Children’s Social Care referral
• Child protection action
• Early help
• Mental health support
• Education-based safeguarding action

Where there are concerns about a child’s safety or welfare, make a referral to South Tyneside Children’s Social Care in parallel with the Prevent process.

5. Continue to Support the Child

Making a referral is not the end of the professional’s responsibility. Continue to:

• Maintain a trusted relationship
• Monitor wellbeing and safety
• Support engagement in education
• Share relevant new information
• Contribute to agreed plans
• Review whether risk or need is increasing

South Tyneside Referral Routes

Prevent Concern

Follow your organisation’s safeguarding procedure and locally agreed Prevent pathway.

• Speak to your Designated Safeguarding Lead, Safeguarding Lead or Line Manager.
• Use the national guidance for concerns about radicalisation.
• Submit the referral to Counter Terrorism Policing North East is fimunorth@ctpne.police.uk using the Prevent referral form.
• Support is also available from Community.Safety@southtyneside.gov.uk 

Children’s Safeguarding Concern

Contact South Tyneside Children and Families Social Care (MASH):

• Telephone: 0191 424 5010
• Out of hours: 0191 456 2093
• Report a concern about a child
• Children and Families Social Care referral form

Emergency Action

If someone is in immediate danger or a crime is in progress:

• Call 999.
• Contact police on 101 for a non-urgent police concern. 

If there is an immediate risk of a terrorist incident:

• Call 999.
• Contact the Anti-Terrorist Hotline on 0800 789 321. 

Do not delay emergency action while seeking advice from a DSL or completing a referral form.

Channel and Prevent Multi-Agency Panel Support

Channel is a voluntary, confidential, multi-agency safeguarding programme for people who are susceptible to being drawn into terrorism.

Channel support is tailored to the person’s individual needs and circumstances. A referral does not mean that the person has committed an offence.

Professionals should not decide for themselves whether a child will meet the threshold for Channel support. Where a concern is identified, follow the Prevent referral pathway so the information can be considered by the appropriate professionals.

Further guidance:

• Channel and Prevent Multi-Agency Panel guidance

Concerns About an Education Provider

If the concern relates to extremism within an education provider, including concerns involving staff, volunteers, governance, visiting speakers or external influences, use the Department for Education’s:

• Report extremism in an education setting

This route does not replace immediate safeguarding, LADO, police or Children’s Social Care action where a child may be at risk. 

Concerns About a Professional or Volunteer

Where a concern involves someone working or volunteering with children:

• Follow your organisation’s allegations management procedure.
• Consult the Local Authority Designated Officer where the relevant criteria may be met.
• Do not investigate the allegation independently.
• Use the Department for Education reporting route where the concern relates to extremism in an education provider.
• Contact police or Children’s Social Care immediately where a child may be at risk.

Information Sharing

Professionals should share necessary, relevant, accurate and proportionate information when this is required to safeguard a child or assess a Prevent concern.

Information may include:

• The behaviour, words or online activity causing concern
• Relevant changes in presentation
• Relationships and influences
• Known vulnerabilities and protective factors
• Wider safeguarding concerns
• Previous agency involvement
• The child’s views and explanation
• Professional analysis

Record what was shared, with whom, why it was shared and any decision not to share.

Further guidance:

• https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice
• Working Together to Safeguard Children 2026

Support and Training for Education Professionals

Regional Prevent Education Co-ordinators

The Department for Education’s Regional Prevent Education Co-ordinators support and improve Prevent delivery across the regions of England. They can provide advice and support to education settings.

• Regional Prevent Education Co-ordinators

Prevent Training

• Prevent duty training and e-learning
• Prevent referrals and training
• Safeguarding learners susceptible to radicalisation

Educate Against Hate

Educate Against Hate provides government-approved guidance, training and practical resources for education professionals, parents and carers. Professionals can also sign up for its newsletter.