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Schools to Play Key Role in Preventing Violent Extremism
Dated: 08/10/2008
Schools to Play Key Role in Preventing Violent Extremism
Schools can play a key role in empowering young people to reject the messages of violent extremism, Ed Balls the Schools Secretary said today as he launched advice for schools on how to contribute to the fight against violent extremism. The Learning together to be safe toolkit aims to show how all schools can help build mutual respect and understanding, encourage debate and provide support to vulnerable pupils.
While violent extremism influenced by Al Qaida currently poses the greatest security threat other forms of extremism and hate- or race-based prejudice are also affecting our communities and causing alienation amongst young people. The toolkit shows how education can be used to tackle all forms of extremism and build a stronger, safer society based on core British values.
The toolkit responds to calls from practitioners for practical advice and is the result of extensive consultation with young people, teachers, and community representatives. It is part of to the Government’s wider PREVENT strategy.
Local areas need to work together to address the particular issues they face. The Government is providing £4.68 million additional funding for local authorities and the police to provide customised local information and support schools in using the toolkit.
We are also making the “Watch Over Me” DVD – a resource for schools to use to explore controversial issues with pupils – available free for all schools for the next three years.
The toolkit aims to:
- Raise awareness of the threat from violent extremist groups and the risks for young people and provide information on how schools can work with others in partnership locally;
- Show schools the positive contribution they can make – equipping young people to challenge extremist views through programmes like SEAL in primary schools and Citizenship in secondary schools; and
- Encourage staff to support vulnerable pupils and manage risks.
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