Enacting the Prevent Duty in Secondary Schools

Abstract

This chapter explores the ways that context shapes the enactment of the Prevent Duty in secondary schools. Drawing on interviews with educators and Prevent practitioners, it argues that the practice of counter-radicalisation in secondary schools is shaped by regional, professional and institutional contexts, and that a greater focus on contextual factors, which are often neglected in the existing literature, might better explain how counter-radicalisation is practised at the local and institutional levels. Through this discussion, it highlights that it is such factors that ultimately determine whether secondary schools are able to enact Prevent in ways likely to be effective, or that enable them to avoid any potentially harmful impacts.