What is the Prevent duty and who does it apply to?

The Prevent duty is a legal obligation under the Counter-Terrorism and Security Act 2015 for specified authorities, including schools, colleges, universities, local authorities, prisons, and health bodies, to have 'due regard to the need to prevent people from being drawn into terrorism'. This means these organisations must take proactive steps to safeguard individuals at risk of radicalisation, such as providing training for staff, promoting British values, and implementing referral mechanisms like the Channel programme.

How do I identify someone who may be vulnerable to radicalisation?

Signs of vulnerability can include changes in behaviour (e.g., becoming withdrawn or aggressive), expressing extreme views, associating with known extremists, or showing a sudden interest in violent ideologies. However, these signs are not definitive and should be considered alongside other factors like personal grievances, identity crisis, or exposure to extremist content. It's important to use professional curiosity and report concerns to your designated safeguarding lead, who can assess the situation appropriately.

What is the Channel programme and how does it work?

Channel is a multi-agency programme that provides support to individuals identified as vulnerable to being drawn into terrorism. It is voluntary, confidential, and focuses on early intervention. The process involves a referral (often by a safeguarding lead), a panel assessment with partners like the police and local authority, and a tailored support plan (e.g., mentoring, mental health support, or educational interventions). The individual's consent is usually required, and the aim is to divert them away from extremism.

Will reporting a concern under Prevent get someone into trouble with the police?

No, reporting a concern is about safeguarding, not punishment. The Channel programme is a voluntary support process, not a criminal justice intervention. The police are involved to assess risk and provide appropriate support, but the individual is not automatically criminalised. In most cases, the person is offered help to address vulnerabilities, and the process is confidential. The goal is to prevent harm, not to stigmatise or penalise.

How does Prevent relate to British values?

Prevent is closely linked to promoting British values: democracy, the rule of law, individual liberty, and mutual respect for and tolerance of different faiths and beliefs. By fostering these values in educational settings, we create an environment that challenges extremist ideologies. For example, teaching about democracy helps students understand the importance of peaceful political processes, while promoting respect for diversity reduces the appeal of hateful narratives. The Prevent duty requires organisations to actively promote these values as part of their safeguarding responsibilities.

What should I do if I have a concern about a student's radicalisation?

If you have a concern, you should report it immediately to your organisation's designated safeguarding lead (DSL) or Prevent lead. Do not attempt to investigate or confront the individual yourself. The DSL will assess the concern and, if appropriate, make a referral to the local authority's Channel panel or the police. Remember to document your observations accurately and maintain confidentiality. It's also important to follow your organisation's safeguarding policies and procedures.

Prevent Duty Awareness

OCN LONDON

vocational

The Prevent Duty Awareness unit explores the statutory duty under the Counter-Terrorism and Security Act 2015 for specified authorities to have due regard to the need to prevent people from being drawn into terrorism. It covers the identification of vulnerable individuals, the multi-agency safeguarding process, and the practical application of Prevent in a workplace setting.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

OCNLR Level 3 Award in Prevent Duty Awareness

OCNLR Level 1 Award in Prevent Duty Awareness

Topic Overview

The OCNLR Level 3 Award in Prevent Duty Awareness is a qualification designed to equip learners with a thorough understanding of the UK government's Prevent strategy, which is part of the wider counter-terrorism framework (CONTEST). This award focuses on the duty placed on specified authorities, including schools, colleges, and healthcare providers, to have 'due regard to the need to prevent people from being drawn into terrorism'. For students in Learning Support, this topic is crucial as it directly impacts safeguarding practices, promoting British values, and creating safe, inclusive environments for all learners, including those with additional needs.

The qualification covers key areas such as the legal basis for the Prevent duty, the process of radicalisation, how to identify individuals who may be vulnerable to extremist influences, and the appropriate referral mechanisms (e.g., Channel programme). It also emphasises the importance of professional curiosity, confidentiality, and working in partnership with local authorities and the police. Understanding Prevent is not about stigmatising any community but about protecting vulnerable individuals and upholding democratic values like rule of law, individual liberty, and mutual respect.

Within the wider subject of Learning Support, this award ensures that support staff can recognise early signs of radicalisation, respond appropriately, and contribute to a whole-organisation approach to safeguarding. It complements other safeguarding training (e.g., Keeping Children Safe in Education) and reinforces the duty to promote fundamental British values. Mastery of this topic demonstrates a commitment to student welfare and legal compliance, which is essential for roles in education, social care, and community services.

Key Concepts

Core ideas you must understand for this topic

→Prevent Duty: The legal obligation under the Counter-Terrorism and Security Act 2015 for specified authorities to have 'due regard to the need to prevent people from being drawn into terrorism'.
→Radicalisation: The process by which an individual comes to support terrorism and extremist ideologies associated with terrorist groups. This can be a gradual process influenced by various factors such as grievance, identity crisis, or exposure to extremist content.
→Channel Programme: A multi-agency programme that provides support to individuals identified as vulnerable to being drawn into terrorism. It is voluntary and confidential, focusing on early intervention and safeguarding.
→British Values: The four fundamental values promoted through Prevent: democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those with different faiths and beliefs. These are not exclusive to Britain but are considered essential for a cohesive society.
→Professional Curiosity: The skill of asking appropriate questions and seeking clarification when concerns arise about an individual's behaviour or beliefs, without making assumptions or stereotyping.

Learning Objectives

What you need to know and understand

Explain the legal basis of the Prevent duty and the responsibilities it places on specified authorities.
Analyse organisational policies designed to embed Prevent, including risk assessments and staff training.
Identify factors that may indicate an individual’s vulnerability to radicalisation, including online influences and personal circumstances.
Describe the multi-agency Channel process from referral to support provision and review.
Demonstrate how to promote the Prevent agenda in a culturally sensitive manner, balancing safeguarding with respect for diversity.
Identify the legal basis of the Prevent duty.
Describe the roles of key individuals in the Prevent framework.
Outline factors contributing to an individual's vulnerability to radicalisation.
Describe the purpose of the Channel programme in supporting vulnerable individuals.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately referencing the Counter-Terrorism and Security Act 2015 and the Prevent Duty Guidance.
Credit for listing specific signs of radicalisation, such as expressing extremist views, isolating behaviour, or accessing extremist material.
Expect a clear explanation of the Channel panel’s function and the roles of partners such as police, social services, and education.
Look for practical examples of promoting Prevent, such as staff training, incorporating British values, and engaging with community groups.
Award credit for demonstrating understanding of the fine line between safeguarding and profiling, and the need for evidence-based concerns.
Award credit for defining Prevent duty with reference to its legal statute (Counter-Terrorism and Security Act 2015).
Award credit for correctly naming the Designated Safeguarding Lead and/or Prevent coordinator as key people.
Award credit for listing at least three specific vulnerability factors (e.g., personal crisis, extremist influences, societal marginalisation).
Award credit for explaining the referral pathway, from initial concern to Channel panel decision.
Award credit for differentiating between extremism and terrorism.

Assessment Guidance

Guidance for achieving higher grades

💡Always link your answers to the statutory framework: mention the Counter-Terrorism and Security Act 2015 and the Prevent Duty Guidance for consistency.
💡Use case studies or anonymised real-life examples to illustrate how vulnerability factors may manifest and how to respond appropriately.
💡When discussing workplace promotion, be explicit about methods like training, clear reporting procedures, and partnership with local Prevent coordinators.
💡Use the correct terminology: 'vulnerability factors' not 'reasons why people become terrorists'.
💡When describing roles, specify the hierarchy from local to institutional level.
💡Remember that the Prevent duty is about safeguarding, not criminalisation.
💡For assessment, provide clear, concise definitions and examples.
💡When answering questions about the Prevent duty, always link your answer to the legal framework (Counter-Terrorism and Security Act 2015) and the concept of 'due regard'. This shows you understand the statutory basis.
💡Use specific examples of vulnerability factors (e.g., social isolation, exposure to extremist content, personal grievances) to demonstrate your understanding of radicalisation. Avoid vague statements.
💡Remember to mention the importance of working in partnership with other agencies (e.g., local authority Prevent lead, police, Channel panel) and maintaining confidentiality where appropriate. This reflects the multi-agency approach central to Prevent.

Common Mistakes

Common errors to avoid in your coursework

Confusing the Prevent duty with criminal investigation rather than a safeguarding responsibility.
Providing generic answers without specific reference to legislation or official guidance.
Overlooking the cultural sensitivity aspect, thereby proposing measures that could alienate communities or infringe on rights.
Assuming radicalisation is always linked to religious ideology.
Conflating the Prevent duty with general crime prevention.
Overlooking online radicalisation as a significant factor.
Believing that referrals can only be made by police.
Misconception: Prevent is about spying on students or targeting specific religious groups. Correction: Prevent is a safeguarding programme, not a surveillance tool. It applies to all forms of extremism (including far-right and Islamist) and is designed to protect vulnerable individuals, not to stigmatise any community.
Misconception: If I report a concern, the individual will automatically be criminalised. Correction: The Channel programme is not a criminal sanction; it is a voluntary support process. Referrals are made to prevent harm, and the individual's consent is usually sought before any intervention.
Misconception: Only teachers or senior staff need to know about Prevent. Correction: All staff, including learning support assistants, have a duty to be aware of Prevent and to report concerns. Safeguarding is everyone's responsibility.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of safeguarding principles and the term 'vulnerable adult/child'.
•Familiarity with the concept of British values (democracy, rule of law, individual liberty, mutual respect and tolerance).
•General awareness of the UK's counter-terrorism strategy (CONTEST) is helpful but not essential.

Key Terminology

Essential terms to know

Prevent duty statutory framework
Vulnerability and radicalisation indicators
Multi-agency safeguarding and Channel
Workplace implementation and cultural sensitivity
Legal responsibilities and compliance
Prevent duty legislation
Radicalisation and extremism
Vulnerability factors
Key personnel responsibilities
Referral and support pathways

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Prevent Duty Awareness

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