Supporting Children And Young People In An Age Of Misinformation And Extremist

Schools are increasingly navigating a world in which children and young people are exposed to a constant stream of online content, opinions, and influences. Social media platforms, group chats, gaming spaces, and online personalities can all shape how pupils understand the world around them, for better or worse.

Alongside the benefits of digital connection come growing exposure to misinformation, disinformation, conspiracy theories and extremist narratives. For education staff, confidence in recognising and responding to these issues is now an important part of safeguarding practice.

Educational settings are not expected to solve global issues or become political arenas. However, they are uniquely placed to help learners think critically, question what they see online and develop the resilience needed to challenge harmful narratives.

Understanding the terminology

Before staff can respond confidently, it is important to understand the differences between misinformation, disinformation and conspiracy theories.

Misinformation

Misinformation is false or misleading information shared without harmful intent. Someone may genuinely believe the information is true before passing it on to others.

A useful way to remember this is that misinformation is shared by mistake.

Disinformation

Disinformation is deliberately false information designed to mislead, manipulate or provoke. It is often spread to influence public opinion, create division, generate fear or drive online engagement for financial or political gain.

Conspiracy theories

Conspiracy theories are explanations of events that involve secret plots by powerful groups working behind the scenes. Common examples include claims that the moon landing was faked or that the Earth is flat.

While some conspiracy theories may initially seem harmless, conspiracy thinking can gradually reinforce mistrust, prejudice and “us versus them” mentalities. In some cases, this can create pathways into extremist ideologies.

Why schools should be concerned

Children and young people are particularly vulnerable to misleading narratives online. Content that offers simple answers to complex issues, especially when it blames certain groups or communities, can be appealing, particularly during times of uncertainty or insecurity.

This influence becomes even stronger when harmful views are promoted by influencers, celebrities or online personalities that young people admire.

Left unchallenged, these narratives can:

• normalise prejudice and intolerance
• increase hostility towards minority groups
• damage relationships within school communities
• undermine trust in reliable information sources
• contribute to radicalisation risks

Staff do not need to be experts in politics, religion or world affairs to respond effectively. What matters most is creating environments where pupils feel safe to ask questions, respectfully challenge information, and think critically about the content they encounter.

Creating safe and effective classroom discussions

Conversations around controversial topics can feel difficult for staff, particularly when emotions or strong opinions are involved. However, avoiding these discussions altogether can leave space for harmful narratives to grow unchecked.

The following approaches can help foster constructive, age-appropriate discussions.

Explore patterns in harmful narratives

Many conspiracy theories and extremist ideologies rely on similar themes:

• fear
• mistrust
• blame
• scapegoating
• “insiders versus outsiders”

Helping learners recognise these patterns can strengthen critical thinking and media literacy.

Use historical examples carefully

Historical events can provide powerful learning opportunities. Exploring Nazi propaganda and the persecution of Jewish communities during WWII, for example, can help learners understand how misinformation and dehumanising language can escalate into discrimination, violence and genocide.

The focus should remain on helping children and young people understand consequences, not creating shock value.

Use reliable and balanced sources

Where possible, use fact-checked and reputable sources when discussing current events or controversial issues. This models good practice and demonstrates the importance of verifying information before accepting it as true.

Balance difficult conversations with positive examples

It is equally important to highlight stories of community cohesion, kindness and solidarity. Learners should see examples of people working together across differences, not only examples of division and conflict.

Keep discussions developmentally appropriate

Staff should use professional judgement to ensure discussions are suitable for the age, maturity and emotional needs of the learners involved.

Not every topic needs to be explored in full detail, particularly if doing so could cause distress or confusion.

Responding to challenging comments from children and young people

Learners may repeat opinions or statements they have heard online, at home or from peers without fully understanding their impact. Responding calmly and curiously is often more effective than confrontation.

“I can say what I want.”

This can become an opportunity to discuss rights and responsibilities.

A response might be:

“People do have freedom of expression, but there is a difference between expressing an opinion and using language that harms others. Hate speech has legal and safeguarding implications.”

“It’s just my opinion.”

You can acknowledge their right to think differently while still reinforcing boundaries:

“Everyone is entitled to opinions, but opinions still need to be respectful, informed and safe for others.”

“I’m not racist, but…”

Statements framed this way often signal awareness that what follows may be offensive or discriminatory.

Where appropriate, staff can:

• ask where the idea came from
• explore whether the information is accurate
• encourage empathy and reflection
• challenge stereotypes respectfully

Depending on the context, repeated or extreme comments may require safeguarding follow-up.

“I saw it on TikTok / Snapchat / Instagram.”

This presents an opportunity to discuss algorithms, misinformation and echo chambers.

A calm response could be:

“Social media can make information spread very quickly, even when it isn’t accurate. Shall we look at whether the source is reliable?”

“They should go home” or “It’s only men coming.”

Rather than immediately shutting down the conversation, staff can encourage perspective-taking and provide context.

Discussions may include:

• why people seek asylum
• the realities of conflict and persecution
• the UK’s history of migration
• Why are dangerous journeys often taken by adults first

Questions such as “What choices might people have if they were no longer safe in their own country?” can encourage empathy without escalating conflict.

“My family says it.”

This can indicate potential safeguarding concerns or exposure to harmful narratives at home.

Avoid criticising family members directly. Instead:

• encourage the learner to think critically
• ask open questions
• explore whether they feel pressured to agree
• offer support if needed

Children and young people exposed to extremist or hateful beliefs may themselves be vulnerable and require safeguarding support.

“I support that protest/group.”

Staff should avoid reacting emotionally or shutting the discussion down immediately.

Instead, explore:

• what the learner understands about the group or protest
• where their information came from
• whether they have considered alternative viewpoints
• how reliable the information is

The aim is to develop critical thinking, not to “win” an argument.

“What do you think?”

Staff should remain professional and avoid promoting personal political beliefs or ideologies.

It is appropriate to facilitate balanced discussion and model respectful disagreement, but not to influence pupils towards particular political positions.

Key reminders for school staff

Education is preventative safeguarding

Open conversations can reduce vulnerability to harmful narratives and extremist influence.

You do not need all the answers

It is okay to pause a discussion, seek advice or revisit a topic later if needed.

Curiosity works better than confrontation

Asking calm, open questions is often more effective than debating or shaming learners.

Many harmful beliefs are learned

Children and young people may repeat views they do not fully understand. Staff can play a significant role in challenging prejudice and encouraging empathy.

Fact-checking should be guided

Learners should be supported in evaluating sources safely and critically, rather than left to independently research potentially harmful content.

Safeguarding matters

Repeated discriminatory language, fixation on extremist ideas or sudden behavioural changes should always be considered through a safeguarding lens and discussed with appropriate staff.

Final thoughts

In a world where misinformation spreads rapidly and online influence is constant, schools remain one of the few places where children and young people can learn how to question, analyse and discuss information safely.

By approaching these conversations with professionalism, empathy, and curiosity, staff can help learners build the critical thinking skills, resilience, and respect they need, not just in school but throughout their lives.