VIEWS


British Educational Suppliers Association (BESA) BESA @ EWF 2026


The Education World Forum is the largest gathering of education ministers globally, annually bringing together over 120 ministers in London to explore and discuss key trends, challenges, and opportunities shaping education systems worldwide, and was founded by BESA over two decades ago.


Counter to last year’s conference, where geopolitical tensions emerging across the world were in sharp focus, this year’s conference seemed to be much more back to business as usual, perhaps reflecting a normalisation of instability, and an acceptance of the need to focus on the matters at hand when it comes to education.


AI remained a dominant theme at this year’s conference, but the discussion had shifted. Many countries appeared to have a more established understanding of both the opportunities and the risks associated with this still-emerging technology. As a result, the focus was less on whether to use AI and more on how policymakers should manage its impact on teachers and learners.


Two broad approaches were evident across education systems: some are moving quickly to implement AI, while others remain more cautious. Opening the conference, the Secretary of State, Bridget Phillipson, reflected on the UK’s role in bringing together education leaders and in the creation of UNESCO, which marks its eightieth


anniversary this year. She also noted that significant progress is still needed in the UK and globally to ensure access to education for all, with 250 million children still out of school and 70% of children in low- and middle-income countries unable to read by the end of basic education. In


addressing how these challenges might be tackled, she highlighted the significant potential of EdTech as a wave of innovation that could “lift the learning of billions”.


The Secretary of State also spoke on the mutual issues shared across global education systems, announcing a new global alliance on SEND. This alliance would promote inclusion of SEND children in mainstream education and investigate how countries can be more responsive to need, less reliant on ‘narrow medical models’ and join up support across different services.


The Secretary of State committed to convening the alliance at Bett, Education World Forum, and the International Summit on the Teaching Profession in 2027.


SEND issues continued to resurface throughout the duration of the conference demonstrating that the UK is not alone with the issues we are experiencing with our own system, and that this is in fact part of a wider global issue that countries are trying to grapple with. Another issue which many countries shared with the UK was on the provision of early years education. Many countries were trying to expand provision to infants, and there was vigorous debate around the purpose of early years, and whether approaches to early years should be play-based or more formal, instruction- led approaches to prepare children for school.


This year’s Education World Forum felt less like a conference about disruption and more like one about delivery. The challenges are familiar, but the emphasis has shifted to what governments do next, and whether policy can keep pace with need.


LGfL-The National Grid for Learning Preventing radicalisation in educational settings


We hear from MUBINA ASARIA, Online Safeguarding Consultant at LGfL-The National Grid for Learning.


Schools across the UK are increasingly confronting the challenge of protecting young people from extremist narratives and harmful online content.


Home Office statistics show that 8,778 individuals were referred to the UK’s counter- extremism safeguarding programme, Prevent, in the year ending March 2025 – a 27% increase on the previous year. And schools are often the


first to identify concerns; government figures show the education sector accounts for around 36% of Prevent referrals.


Research from Ofcom found that around half of children aged 12- 15 report encountering hateful material online. Meanwhile, data from the DfE shows that more than 11,000 pupils were suspended for racist behaviour in a single year.


Education plays a vital role in helping young people develop resilience to extremist ideas before they escalate into safeguarding concerns. Here’s what schools can do:


Create safe spaces for discussion. Schools can address extremism by encouraging open dialogue. When pupils feel able to talk openly, they are more likely to develop balanced perspectives. These conversations also allow teachers to address misconceptions early. Embed British Values across the curriculum. Promoting Fundamental British Values – democracy, the rule of law, individual liberty, and mutual respect and tolerance – is important. Activities such as student councils, mock elections and pupil voice initiatives can also help young people experience democratic participation first-hand. Strengthen critical thinking skills. Encouraging pupils to ask


June 2026


questions like ‘What are the techniques used for persuasion here?’ and ‘Are any laws being broken?’ can help them recognise manipulation and misinformation.


Address online risks directly. Many extremist narratives spread through digital platforms. Memes, short videos and influencer-style content are often used to present harmful ideas in ways that appear humorous or relatable.


Recognise emerging online trends. Recent statistics from the Home Office show that cases involving mixed, unstable or unclear ideologies now account for more than 40% of referrals to Prevent. Cases may involve conspiracy theories, grievance-based narratives or misogynistic online communities. Helping pupils understand how online communities influence attitudes is an important part of digital literacy education. Support identity and belonging. Many radicalisation pathways begin with a search for identity and belonging rather than ideology. Schools can reduce this vulnerability by creating inclusive environments where all pupils feel valued and respected. Support pupils with SEND. Prevent referral data suggests around one-third of cases involve individuals with an identified mental health need or neurodiversity. Providing inclusive environments and strong pastoral support can help reduce these risks.


Ultimately, combating extremism requires a whole-school approach that extends beyond individual lessons. The goal is clear: equip young people with the knowledge and confidence to challenge harmful narratives. When pupils feel heard, respected and able to question what they see online, they are far less likely to be drawn into extremist ideologies.


For free Prevent support, visit: https://prevent.lgfl.net www.education-today.co.uk 15


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