Safeguarding learners susceptible to radicalisation: next-step checklists
Updated 24 September 2026
Applies to England
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All learners
When assessing concerns about a learner’s susceptibility to radicalisation, follow this process.
Notice
Have you:
☐ clearly identified the concern?
☐ considered whether this is a one-off incident or part of a pattern?
☐ identified any changes in the learner’s behaviour, language, interests or relationships?
Check
Have you:
☐ spoken directly with the learner and considered their view?
☐ reviewed relevant safeguarding, behaviour, attendance and wellbeing records?
☐ gathered information from colleagues who know the learner well?
☐ considered online influences and wider contextual information?
Context
Have you:
☐ considered vulnerabilities, protective factors and previous concerns?
☐ considered family, peer and environmental influences?
☐ avoided making assumptions based on background, faith, ethnicity, identity, or special educational or neurodivergent needs?
Seek advice and record
Have you:
☐ considered whether advice is needed from Prevent, your setting’s safeguarding lead and special educational needs and disabilities co-ordinator (SENDCO), or other partners?
☐ recorded concerns raised, actions taken, advice received and the rationale for decisions made?
Decide
Before making a decision about the next step, have you:
☐ considered what else could explain the learner’s behaviour?
☐ gathered enough information to make a balanced safeguarding decision?
Learners with special educational or neurodivergent needs
When assessing concerns about the susceptibility to radicalisation of a learner with special educational or neurodivergent needs, have you:
☐ considered communication and processing differences?
☐ explored whether the behaviour is new, escalating or longstanding?
☐ reviewed relevant SEND assessments and support plans?
☐ considered vulnerabilities such as social isolation, online influence or difficulties with peer relationships?
☐ consulted your setting’s SENDCO, or relevant specialists, where appropriate?
☐ avoided assuming SEND or neurodiversity either explains or increases risk?
☐ assessed concerns using the full safeguarding picture?
Special educational and neurodivergent needs may influence how concerns present, but they should not automatically explain away safeguarding concerns. Assess the learner’s needs, vulnerabilities, context and behaviour holistically.