Educational Psychologists’ perspectives on the radicalisation of young people: processes and responses

The latest Prevent strategy (2015) of the UK government counter terrorism strategy, placed a duty on professionals, like Educational Psychologists (EP), working with children and young people, to safeguard them from radicalisation.

Currently, no agreed upon conceptualisation of what radicalisation is exists. EPs, however, may have the potential, given their psychological approach and work with schools, to make contributions towards understanding and addressing the issue, which this research aims to explore.

The systematic literature review explores the relationship between school engagement and gang membership, a phenomenon which may share conceptual links with 'radical-group' membership.

Ten studies were critically analysed for methodological quality and relevance to the review question.

The findings suggest that there was not enough evidence to support a relationship between low levels of school engagement and gang membership.

However, negative school experiences could be associated with an increased likelihood of gang membership.

The review discussed the methodological and relevance issues, and implications for practice.

The Empirical paper used a mixed methods design to explore EPs' views on radicalisation and young people.

Phase 1 used an exploratory quantitative questionnaire to gain EPs current perceptions and experiences relating to radicalisation.

Phase 2 used Grounded Theory to capture: how EPs understand what radicalisation is, the psychological mechanisms they think are involved, and how this understanding informs EPs on the response.

The findings suggested that EPs view radicalisation as a contextually defined term that involves a complex interaction of factors, and requires a preventative and collaborative response.

The limitations and implications for future research and practice are discussed.

This research has particular resonance at this time of change for the profession and in relation to the Prevent Duty (2015), which I hope will inspire debate, highlight on-going concepts for discussion around school/community experience, belonging and engagement, and inform future policy and practice.