The Department for Education has published updated Prevent Guidance for Designated Safeguarding Leads which takes effect from 24th September 2026.
The latest Prevent guidance puts a strong focus on safeguarding, professional judgement and understanding the individual, rather than relying on a checklist of behaviours.
For Designated Safeguarding Leads (DSLs), there are several important points to be aware of.
Prevent is part of safeguarding
Prevent should be treated as part of your existing safeguarding arrangements. Concerns about radicalisation should be considered alongside other risks such as exploitation, abuse, neglect, serious violence and online harm.
Prevent is about preventing people from being drawn into terrorism, including supporting, justifying or promoting terrorism. This means it is broader than simply looking at whether someone may carry out a terrorist act.
There is no single sign of radicalisation
A key message is that no single behaviour means someone is being radicalised. Staff should look at patterns, changes over time and the wider circumstances of the learner.
For example, watching documentaries about terrorist attacks does not, on its own, mean someone is sympathetic to terrorists or being radicalised. A Prevent referral based on this alone would not necessarily be appropriate.
However, if this was alongside other concerns, such as joining groups, sharing extremist content or showing support for terrorism, these behaviours could form part of a wider picture that needs to be considered.
Things such as isolation, bullying, online influences or significant life changes may increase vulnerability, but they should never be viewed as proof of radicalisation on their own.
Think about push, pull and protective factors
The guidance highlights a range of factors that may increase vulnerability, sometimes referred to as push and pull factors.These might include isolation, bullying or discrimination, trauma, feelings of grievance, significant life changes, unmet needs, online influences or vulnerability to exploitation.
It is equally important to consider protective factors, such as positive relationships, supportive families, engagement in education, positive activities and a sense of belonging.
Online activity matters
The guidance highlights the role of online spaces, including social media, gaming platforms, forums and messaging services.
Settings should make sure their filtering and monitoring systems are effective and regularly reviewed. Staff should focus on changes in behaviour, interests, language, relationships and wellbeing rather than needing to be experts in every online platform.
Think about the whole picture
When concerns arise, staff should consider both risk factors and protective factors.
Rather than looking at one isolated incident, consider how different pieces of information fit together. This is similar to other safeguarding concerns, where several smaller pieces of information may help create a clearer picture of what is happening.
SEND should be considered carefully
The guidance makes it clear that SEND and neurodiversity are not indicators of radicalisation.
Instead, staff should consider whether a learner's individual needs, communication style, social understanding or circumstances may affect how concerns appear. Good safeguarding and appropriate support remain central.
Referrals should be based on evidence and professional judgement
Before making a Prevent referral, staff should gather appropriate information, consider the wider context and speak with the DSL or Prevent lead.
Importantly, not every concerning or harmful behaviour is a Prevent issue. Some concerns may be better managed through existing safeguarding, welfare, mental health, social care or other support services.
What does this mean for early years settings, schools and colleges?
In practice, settings should make sure that:
• Staff know how to recognise and report concerns.
• DSLs keep their Prevent knowledge and training up to date.
• Safeguarding records clearly explain concerns and decisions.
• Online filtering and monitoring are regularly reviewed.
• Staff consider the learner's individual circumstances.
• Push, pull and protective factors are considered.
• Local Prevent and safeguarding referral routes are understood.
The key message
Prevent is about understanding the whole picture. Staff should avoid assumptions, consider the individual's circumstances and use professional judgement to decide what support or action is appropriate.
No single behaviour, interest or vulnerability should be viewed in isolation. It is the overall picture, evidence and context that should inform safeguarding decisions.
Useful Links
Showcase Safeguarding Page: https://showcasetraining.co.uk/safeguarding/
Showcase Prevent Page: https://showcasetraining.co.uk/prevent-duty/