Understanding misinformation, disinformation and challenging harmful narratives in schools

Schools play a vital role in helping children and young people navigate an increasingly complex information landscape. Social media, online platforms and peer conversations can all expose pupils to misinformation, disinformation and, in some cases, extremist views. Staff confidence in understanding these issues and responding appropriately is key to safeguarding pupils and promoting inclusive, respectful school communities.

Misinformation, disinformation and conspiracy theories: what’s the difference?

Misinformation refers to false or misleading information that is shared unintentionally. This often happens when someone believes a story to be true and passes it on without checking its accuracy. A good way to remember is misinformation can be a MIStake.

Disinformation, by contrast, is false information that is created and shared deliberately. It is often designed to manipulate opinions, influence political views, provoke fear or anger, or generate income through online clicks and advertising.

A conspiracy theory is a belief that a secret, yet powerful group is controlling events behind the scenes. Common examples include claims that the moon landing was faked or that the Earth is flat. While these may seem harmless at first, conspiracy thinking can create mistrust, reinforce prejudice and, in some cases, act as a pathway to extremist ideologies.

Why this matters in schools

Children and young people are particularly vulnerable to misleading narratives online. Fear-based content, simplistic explanations and scapegoating of minority groups can be appealing, especially when presented by confident voices on social media platforms. This is magnified when celebrities or role models that they look up to also start promoting it or using their platforms to spread it. Left unchallenged, such beliefs can normalise intolerance, justify harm and undermine community cohesion in schools and their wider communities.

Education staff are not expected to be experts in politics or global affairs, but they are well placed to challenge harmful ideas, promote critical thinking and support pupils to question what they see and hear.

Approaches for classroom discussions

When discussing sensitive or controversial topics, staff may find it helpful to:

• Highlight overlap between concerning beliefs

  For example, fear and hostility towards minority groups often feature in extremist ideologies and conspiracy narratives.

• Use historical examples

  Exploring Nazi propaganda and the persecution of Jewish communities during WWII can help pupils understand how language and beliefs can lead to discrimination, violence and crimes against humanity.

• Draw on news articles and case studies

  These can demonstrate the real-world harm caused when extremist or intolerant views spread within communities. You can ensure that the sources presented are reputable and fact checked.

• Balance with positive examples

  Share stories of local community cohesion, unity and mutual support, emphasising the values that underpin a healthy society.

• Ensure age-appropriateness

  Use professional judgement to tailor discussions to the developmental stage of pupils and guide conversations in a way that feels relevant and safe.

Responding to common statements from pupils

Below are examples of statements staff may encounter, with suggested ways to respond constructively and safely.

“I can say what I want.”

A useful response might be: Just because you can say something, should you? There is a difference between free speech and hate speech. Hate speech is illegal.

“It’s my opinion — I’m allowed an opinion.”

Acknowledge their right to hold opinions while reinforcing boundaries: Everyone has a right to an opinion, but that doesn’t mean everyone should be exposed to harmful or upsetting views.

“I’m not racist, but…”

If appropriate and you feel safe to do so, challenge the statement. Ask where the idea came from and what evidence supports it. Remind pupils that racist language and beliefs constitute hate speech and are illegal. Anything that follows “but” is often discriminatory and may require safeguarding action.

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

A calm response could be: There’s a lot of information online — shall we look at some facts together? The internet makes it easy to find people who agree with us, even when the information isn’t accurate.

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

These comments can be addressed by exploring context: the UK’s long history of migration, the reasons people flee their countries, and why dangerous journeys are often taken by adults. Use open questions such as What would you do if your home wasn’t safe?

“My mum/dad/family member says it.”

This can indicate a safeguarding concern. Encourage critical thinking without criticising family members: Have you asked them why they feel that way? Is that how you feel? Would you like help talking to them about it? Remember that exposure to such views may be a form of radicalisation, with the child as a victim.

“I agree with certain parties/protests.”

Remain neutral and exploratory: Can you explain why you agree? Where did you hear this? Do you know what the protests are about? Have you checked whether the information is accurate?

“What do you think?”

Staff can share honest views within professional boundaries but should never promote political or ideological agendas. Discussion and debate are appropriate, dictating personal beliefs is not.

Key takeaways for school staff

• Education is key – open, thoughtful conversations can prevent the spread of misinformation and disinformation

• Divert if needed – it is acceptable to park a discussion if you feel unprepared and return to it later

• Be curious – ask who, what, where, when and why to encourage critical thinking

• Avoid judgement – many views are learned behaviours; staff have the power to influence change

• Support safe fact-checking – guide pupils rather than sending them off to research alone

• Work as a team – speak with colleagues to identify patterns or emerging concerns

• Monitor vulnerability – check in with pupils who may be at greater risk of harm or radicalisation

By approaching these conversations with calm curiosity, professional boundaries and a safeguarding lens, school staff can help pupils develop resilience, empathy and critical thinking. These are skills pupils will need far beyond the classroom.

About the author: Melissa Pollard is a Designated Safeguarding Lead with 20 years experience in education and children's mental health.