{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T02:28:36Z","timestamp":1789093716463,"version":"build-2803163510"},"reference-count":53,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2019,5,31]],"date-time":"2019-05-31T00:00:00Z","timestamp":1559260800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["bera-journals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["British Educational Res J"],"published-print":{"date-parts":[[2019,8]]},"abstract":"<jats:p>\n                    The\n                    <jats:styled-content style=\"fixed-case\">UK<\/jats:styled-content>\n                    has emerged as an influential global player in developing policy to counter violent extremism, and therefore it is important to consider the emerging evidence about the impact of this policy in education. The Prevent duty came into force in the\n                    <jats:styled-content style=\"fixed-case\">UK<\/jats:styled-content>\n                    in 2015, placing a legal responsibility on schools and teachers to implement anti\u2010terrorist legislation and prevent young people from being drawn into extremism or radicalisation. This article reviews all of the material based on empirical studies in England involving school teachers and students published between 2015 (when the duty was introduced) and the beginning of 2019 (27 articles and reports in total), to consider the impact of the policy on schools. The key themes emerging from our analysis of this evidence base are related to (1) the ways the policy is interpreted within Islamophobic discourses, (2) the emergence of Britishness as a key feature of fundamental British values and (3) the implications of framing Prevent as a safeguarding issue. We argue that the evidence gives support to those who have been critical of the Prevent duty in schools, and that it seems to be generating a number of unintended and negative side\u2010effects. However, the evidence also illustrates how teachers have agency in relation to the policy, and may thus be able to enact the policy in ways which reduce some of the most harmful effects.\n                  <\/jats:p>","DOI":"10.1002\/berj.3527","type":"journal-article","created":{"date-parts":[[2019,5,31]],"date-time":"2019-05-31T05:05:48Z","timestamp":1559279148000},"page":"821-837","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":56,"title":["The impact of the Prevent duty on schools: A review of the evidence"],"prefix":"10.1002","volume":"45","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0278-6986","authenticated-orcid":false,"given":"Lee","family":"Jerome","sequence":"first","affiliation":[{"name":"Middlesex University London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alex","family":"Elwick","sequence":"additional","affiliation":[{"name":"Middlesex University and UCL Institute of Education London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Raza","family":"Kazim","sequence":"additional","affiliation":[{"name":"Middlesex University London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2019,5,31]]},"reference":[{"key":"e_1_2_7_2_1","unstructured":"Anderson D.(2017 February 15)David Anderson QC: Prevent strategy can work against radicalisation\u2026 if it is trusted Evening Standard."},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/00071005.2015.1069258"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/00071005.2018.1533097"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/1746197917717841"},{"key":"e_1_2_7_6_1","unstructured":"Busher J. Choudhury T. Thomas P.&Harris G.(2017)What the Prevent duty means for schools and colleges in England: An analysis of educationalists\u2019 experiences. Available online at:www.coventry.ac.uk\/research\/research-directories\/research-news\/2017\/what-the-prevent-duty-means\/(accessed 10 September 2019)."},{"key":"e_1_2_7_7_1","unstructured":"Cameron D.(2011)PM's speech to Munich Security Conference. Available online at:www.gov.uk\/government\/speeches\/pms-speech-at-munich-security-conference(accessed 10 September 2018)."},{"key":"e_1_2_7_8_1","unstructured":"CPMPS(2014)Channel general awareness. Available online at:http:\/\/course.ncalt.com\/Channel_General_Awareness\/01\/index.html(accessed 10 September 2018)."},{"key":"e_1_2_7_9_1","volume-title":"Learning together to be safe: A toolkit to help schools contribute to the prevention of violent extremism","author":"DCSF","year":"2008"},{"key":"e_1_2_7_10_1","volume-title":"Teachers\u2019 Standards: Guidance for school leaders, school staff and governing bodies","author":"DfE","year":"2011"},{"key":"e_1_2_7_11_1","volume-title":"Promoting fundamental British values as part of SMSC in schools: Departmental advice for maintained schools","author":"DfE","year":"2014"},{"key":"e_1_2_7_12_1","volume-title":"The Prevent duty: Departmental advice for schools and childcare providers","author":"DfE","year":"2015"},{"key":"e_1_2_7_13_1","volume-title":"Keeping children safe in education: Statutory guidance for schools and colleges","author":"DfE","year":"2018"},{"key":"e_1_2_7_14_1","doi-asserted-by":"publisher","DOI":"10.1002\/berj.3253"},{"key":"e_1_2_7_15_1","doi-asserted-by":"publisher","DOI":"10.1080\/13617672.2019.1600322"},{"key":"e_1_2_7_16_1","doi-asserted-by":"publisher","DOI":"10.1080\/02607476.2016.1184460"},{"key":"e_1_2_7_17_1","doi-asserted-by":"publisher","DOI":"10.1108\/JCS-01-2017-0001"},{"key":"e_1_2_7_18_1","volume-title":"Learning and teaching British values: Policies and perspectives on British identities","author":"Habib S.","year":"2017"},{"key":"e_1_2_7_19_1","first-page":"5","volume-title":"UK \u2018Building Bridges\u2019 Programme. Community Roundtables: A report on the aftermath of the terrorist attacks in London and Manchester","author":"Hill M.","year":"2017"},{"key":"e_1_2_7_20_1","volume-title":"The Prevent strategy","author":"HMG","year":"2011"},{"key":"e_1_2_7_21_1","volume-title":"Individuals referred to and supported through the Prevent programme, April 2015 to March 2016","author":"Home Office","year":"2017"},{"key":"e_1_2_7_22_1","volume-title":"British\u2010Islamic identity: Third\u2010generation Bangladeshis from East London","author":"Hoque A.","year":"2015"},{"key":"e_1_2_7_23_1","doi-asserted-by":"publisher","DOI":"10.1002\/berj.3327"},{"key":"e_1_2_7_24_1","volume-title":"Counter\u2010extremism: Second report of session 2016\u201317","author":"JCHR","year":"2016"},{"key":"e_1_2_7_25_1","doi-asserted-by":"publisher","DOI":"10.1080\/09585176.2012.650468"},{"key":"e_1_2_7_26_1","volume-title":"Evaluation report on the ACT Building Resilience Project","author":"Jerome L.","year":"2016"},{"key":"e_1_2_7_27_1","unstructured":"Jerome L.&Elwick A.(2017)Teaching about Prevent as a controversial issue: Developing pedagogy in context paper presented at theBERA Annual Conference 2017 Brighton 7 September."},{"key":"e_1_2_7_28_1","doi-asserted-by":"publisher","DOI":"10.1080\/00071005.2017.1415295"},{"key":"e_1_2_7_29_1","volume-title":"A review of survey research on Muslims in Britain","author":"Kaur\u2010Ballagan K.","year":"2018"},{"key":"e_1_2_7_30_1","volume-title":"The Muslims are coming! Islamophobia, extremism and the domestic war on terror","author":"Kundnani A.","year":"2014"},{"key":"e_1_2_7_31_1","volume-title":"The globalisation of countering violent extremism policies: Undermining human rights, instrumentalising civil society","author":"Kundnani A.","year":"2018"},{"key":"e_1_2_7_32_1","unstructured":"Lockley\u2010Scott A.(2016)What is the impact of UK government strategies preventing non\u2010violent extremism on Muslim pupils in school? paper presented at theUniversity of Birmingham Education Conference Birmingham 26 November."},{"key":"e_1_2_7_33_1","unstructured":"D. Lundie 2017"},{"key":"e_1_2_7_34_1","doi-asserted-by":"publisher","DOI":"10.1080\/02607476.2016.1184462"},{"key":"e_1_2_7_35_1","volume-title":"The end of multiculturalism? Terrorism, integration and human rights","author":"McGhee D.","year":"2008"},{"key":"e_1_2_7_36_1","doi-asserted-by":"publisher","DOI":"10.1080\/13621025.2017.1380650"},{"key":"e_1_2_7_37_1","doi-asserted-by":"publisher","DOI":"10.18546\/LRE.17.1.05"},{"key":"e_1_2_7_38_1","volume-title":"School inspection handbook: Handbook for inspecting schools in England under section 5 of the Education Act 2005","author":"Ofsted","year":"2015"},{"key":"e_1_2_7_39_1","doi-asserted-by":"publisher","DOI":"10.1080\/13613324.2013.830099"},{"key":"e_1_2_7_40_1","doi-asserted-by":"publisher","DOI":"10.1080\/02607476.2016.1184463"},{"key":"e_1_2_7_41_1","unstructured":"C. Phillips D. Tse F. Johnson 2010 Department for Education London"},{"key":"e_1_2_7_42_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781315678573-15"},{"key":"e_1_2_7_43_1","doi-asserted-by":"publisher","DOI":"10.1080\/01416200.2014.953911"},{"key":"e_1_2_7_44_1","doi-asserted-by":"publisher","DOI":"10.1080\/02607476.2016.1184464"},{"key":"e_1_2_7_45_1","doi-asserted-by":"publisher","DOI":"10.1108\/9781787145078"},{"key":"e_1_2_7_46_1","doi-asserted-by":"publisher","DOI":"10.1002\/berj.3331"},{"key":"e_1_2_7_47_1","doi-asserted-by":"publisher","DOI":"10.1080\/02680939.2013.770554"},{"key":"e_1_2_7_48_1","doi-asserted-by":"publisher","DOI":"10.1080\/02607476.2016.1184461"},{"key":"e_1_2_7_49_1","doi-asserted-by":"publisher","DOI":"10.1080\/02643944.2017.1358296"},{"key":"e_1_2_7_50_1","doi-asserted-by":"publisher","DOI":"10.1080\/02601370.2016.1164469"},{"key":"e_1_2_7_51_1","doi-asserted-by":"publisher","DOI":"10.1080\/09669760.2018.1507904"},{"key":"e_1_2_7_52_1","doi-asserted-by":"publisher","DOI":"10.1093\/lawfam\/ebw012"},{"key":"e_1_2_7_53_1","doi-asserted-by":"publisher","DOI":"10.1177\/1477878518774128"},{"key":"e_1_2_7_54_1","doi-asserted-by":"publisher","DOI":"10.1080\/01425692.2018.1496011"}],"container-title":["British Educational Research Journal"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1002\/berj.3527","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/full-xml\/10.1002\/berj.3527","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/pdf\/10.1002\/berj.3527","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,8]],"date-time":"2025-10-08T19:36:11Z","timestamp":1759952171000},"score":1,"resource":{"primary":{"URL":"https:\/\/bera-journals.onlinelibrary.wiley.com\/doi\/10.1002\/berj.3527"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2019,5,31]]},"references-count":53,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2019,8]]}},"alternative-id":["10.1002\/berj.3527"],"URL":"https:\/\/doi.org\/10.1002\/berj.3527","archive":["Portico"],"relation":{},"ISSN":["0141-1926","1469-3518"],"issn-type":[{"value":"0141-1926","type":"print"},{"value":"1469-3518","type":"electronic"}],"subject":[],"published":{"date-parts":[[2019,5,31]]},"assertion":[{"value":"2019-05-31","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}