Young people at risk of radicalisation in school: A multi-agency perspective in understanding the role of the Educational Psychologist.

Milmine, Holly 2023. Young people at risk of radicalisation in school: A multi-agency perspective in understanding the role of the Educational Psychologist. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

The issue of radicalisation is not a new occurrence but one that is increasingly more prevalent in both political and social agendas (Sewell & Hulusi, 2016). Researchers and policy makers have therefore been keen to focus on identifying causal routes and finding ways of implementing preventative anti-radicalisation measures to support young people (YP). Whilst there is research on supporting YP at risk of radicalisation between individual agencies such as school, Local Authorities (LAs), and the police, little research is available on multi-agency practices. Understanding multi-agency practices in this area can be fundamental to ensuring the right level of support is implemented for these YP and positive change can happen. Research has indicated that seeking to better understand the response to radicalisation within the context of the whole system, may help to better inform support, through identification of good practice and potential barriers (Roberts, 2018). A mixed-methods design was subsequently used to explore professionals’ views on their response to radicalisation. Questionnaires were completed by 51 participants in a variety of roles in the LA and in secondary schools (England and Wales) and six semi-structured interviews were then completed with a variety of staff. Data was analysed using descriptive statistics and thematic analysis; four overarching themes were developed. The findings illustrate the limited support in place in schools and LAs for identifying and understanding YP at risk of radicalisation. Results indicated the blurred understanding/ perceptions participants felt around this topic, including; confusion on staffs roles, training inconsistencies, and lack of measurement tools in place for supporting YP. The impact of systems being ‘stuck’ was also highlighted including the societal, political, and individual implications influencing an effective level of support. Results also highlighted the imperativeness of systems coming together to information share, create authentic connections, and allow a safe space for conversations around this topic. Implications for practice are also discussed, including the role of the educational psychologist (EP).

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Date of First Compliant Deposit:	27 July 2023
Last Modified:	10 Feb 2024 02:30
URI:	https://orca.cardiff.ac.uk/id/eprint/161305

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