Prevent, Police and Universities Guidance for police officers & police staff to help Higher Education Institutions contribute to the prevention of terrorism

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Prevent, Police and Universities Guidance for police officers & police staff to help Higher Education Institutions contribute to the prevention of terrorism

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Protective Marking:

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FOIA Exemption:

No

Suitable for publication scheme:

Yes

Title:

Prevent, Police and Universities: Guidance for police officers and police staff to help higher education institutions contribute to the prevention of terrorism.

Version:

1.0

Storage: http://www.pnct.pnn.police.uk/prevent.html Relevant to:

Disseminated to:

Summary:

Police at all levels working in partnership with universities and higher education colleges. Regional Prevent Coordinators PAHELO Regional CTUs/CTIUs Neighbourhood police teams Police officers who work closely with HEIs BCU Command teams Guidance for police who work with universities, providing an overview of CONTEST and Prevent, an explanation of the higher education context and suggested activities for police and institutions to create in partnership.

Task generated by:

Chief Constable Sir Norman Bettison, ACPO Prevent Lead

Author / Warrant No:

Inspector David Knowles, National Prevent Delivery Unit, ACPO TAM.

Creating OCU / Unit:

Office of National Coordinator Prevent

Quality Assured by:

Chief Inspector Rupert Dore, National Prevent Delivery Unit

Publication date:

May 2012

Handling Instructions This document should be handled in accordance with the protective security marking shown at the top of the document. This document may be disseminated to outside agencies/partners but should be read alongside referenced material. This cover sheet must not be detached from the document to which it refers.

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CONTENTS Page

Foreword by ACC John Wright, National Coordinator Prevent Abbreviations

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1. Introduction

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8 2. WHAT IS Prevent • Why Prevent in HEIs? • Guidance available to the HE sector and the police • The 4 Rs 3. Research and Recommendations • Next Steps for Police

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4. The Structure of HEIs 18 5. Vulnerability to Radicalisation in a University Context

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• Factors that may contribute to vulnerability • The internet and use of social media 6. The delivery of Prevent in HEIs

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• Police roles on campus 7. Additional Support for Police who work with HEIs 8. Prevent practice in Universities

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Foreword Universities hold a unique cultural and legal position in the UK. Not only do they offer opportunities for academic excellence, they are upheld across the globe for providing a complete learning experience through a mix of social and academic experiences. Universities are supported by legislation but on the whole, they govern themselves, with policies and protocols unique to each institution. There are times however, when universities need support from other agencies. In this twenty first century era of partnership work, in the face of financial constraints as well as the threat from terrorists, there has never been a greater need for shared effort between police and those who work and study at universities. Studies show that more than 30% of people convicted of Al Qa’ida associated terrorist offences in the UK between 1999 and 2009 are known to have attended university. With an increasing proportion of the population attending university1, some extremist organisations target specific institutions with the objective of radicalising and recruiting students2. This guidance is not specifically a response to these events – it is a response to a need for police to work more closely with all communities, of which each university is a very important part.

Prevent, Police and Universities is a guidance document for police officers and police staff who work closely with universities. Whilst it is intended for police, the document is not restricted and can be shared with partners. We are grateful for the efforts of colleagues from university stakeholder groups, PAHELO, AUCSO, NUS and AMOSSHE as well as those in Government, for contributing to the work contained within this document.

Assistant Chief Constable John Wright National Coordinator Prevent Association of Chief Police Officers

1 2

Higher Education Statistics Agency indicate that 43% of the UK population have attended a HEI Prevent Strategy, June 2011

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Abbreviations ACPO AMOSSHE AUCSO BCU BIS CDRP CONTEST CTLP CTIU CTU DIUS FE HE HEI iCoCo LA LSP NPIA NUS PAHELO PCSO SNT UUK

Association of Chief Police Officers The Student Services Organisation Association of University Chief Security Officers Basic Command Unit Dept for Business, Innovation & Skills (formerly DIUS) Crime & Disorder Reduction Partnership Government Counter Terrorism Strategy Counter Terrorism Local Profile Counter Terrorism Intelligence Unit Counter Terrorism Unit Department for Innovation, Universities and Skills (now BIS) Further Education Higher Education Higher Education Institution Institute of Community Cohesion Local Authority Local Strategic Partnership National Policing Improvement Agency National Union of Students Police Association of Higher Education Liaison Officers Police Community Support Officer Safer Neighbourhood Team Universities UK

Terminology Front line policing continues to have an integral role to play in preventing criminal activity including terrorism, as well as disrupting terrorist groups and protecting those who are vulnerable in our communities. Central to police support for the Government’s Prevent Strategy is that all forms of terrorism and violent extremism should be subject to this preventative approach. Whilst the most significant threat to the UK is currently from Al Qa’ida and affiliated groups, Prevent must be flexible in addressing threats to public safety and national security posed by other violent extremist activity. The revised Prevent Strategy now refers to terrorism and terrorists, instead of violent extremism and violent extremists. However police forces deal with all forms of violence and extremist behaviour. The terms used in this guidance should be interpreted in the same way so that all forms of terrorism and violent extremism are subject to a preventative approach.

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SECTION 1: Introduction The objectives of this guidance are: To explain CONTEST and Prevent in a university context • To recognise and summarise existing guidance for the HE sector and police • To collate and disseminate current and emerging practice • To recommend next steps for police There are 166 universities and colleges of Higher Education (HE) in the United Kingdom with approximately 2.5 million3 students and many thousands of staff living and working on their campuses. These Higher Education Institutions (HEIs) have a special place in law as well as the national culture. One of the aims of HE is ‘to play a major role in shaping a democratic, civilised, inclusive society’4. But HEIs also have a key role in promoting rigorous debate, free speech and freedom of enquiry within the law, which means that ‘HEIs need to be tolerant of a wide range of political, social, economic and scientific views, regardless of how unpopular, controversial or provocative these views are.’5



Prevent, Police and Universities aims to collate existing guidance for the HE sector and to provide assistance to police in supporting staff and students at HEIs in the prevention of terrorism.

Events in recent years have highlighted the potential for those who seek to radicalise individuals towards violence, to target students. An all party parliamentary group stated; “The Government must tackle the serious problem of radicalisation on university campuses with utmost urgency… despite damning evidence of a problem, little progress has been made in developing an effective programme to address this issue.”6 The Prevent Strategy states that HEIs have a role to play in reducing the risk from terrorism by working in partnership to challenge terrorist ideologies, support those who are vulnerable to being radicalised and work with those institutions where radicalisation takes place. This may be best approached by linking Prevent with existing legislation and protocols, including the duty of care that HEIs share with police and partner agencies. Prevent is not wholly accepted by universities or students; despite the strategy’s aim to support those who are vulnerable from becoming terrorists, the National Union of Students (NUS) find the language and approach of Prevent problematic7, whilst academics are concerned at the potential erosion of freedom of speech8. Rather than causing conflict with HEIs, police should therefore rely on existing legislation, strategies and protocols which support the principles of Prevent and which HEIs already apply:

3 4 5 6 7 8

Higher Education Statistics Agency www.hesa.ac.uk Dearing Report, 1997 Universities UK: Promoting good campus relations: dealing with hate crimes and intolerance, 2005 Keeping Britain Safe: An assessment of UK Homeland Security Strategy (April 2011) NUS Briefing: The Prevent Strategy and Students’ Unions (August 2011) Freedom of Speech on Campus (Universities UK, 2011)

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»» Institutions recognise that they have a role to play in ensuring that activities on campus inspire and reinforce good relations. ‘Promoting Good Campus Relations’ is a consistent theme within the sector which police may find useful in creating partnerships to support the objectives of Prevent. »»

The Race Relations (Amendment) Act 2000 (RR(A)A), provides a positive duty for HEIs to act upon to promote good relations between people of different racial groups. Although hate crimes and intolerance are not confined to racial issues, extending the approach required under the RR(A)A can pre-empt other forms of intolerance and help towards the promotion of good relations.

»»

HEIs have a duty to promote free speech.9 The same principle forms part of HEIs’ statutory duty under the RR(A)A, which allows the management of hate crime and intolerance to be viewed as building on existing approaches in ensuring equality for staff and students. Police teams can do much to support and partner HEIs in developing strategies and practice which further enhances this crucial area of work.



»» HEIs may already use a form of tiered delivery. Incorporating the version shown on page 39 with existing models may be considered. »» The Equality Act 2010 requires HEIs to consider activities on campus and the impact they might have on staff and students. Police can support HEIs in ensuring this legislation is used appropriately and positively.

Who is this guidance for? This guidance is intended for police officers who have responsibility for working with a HEI. These may include senior police managers, safer neighbourhood teams (SNTs), community engagement officers and officers in specialist posts such as Counter Terrorism or Special Branch. Partners such as those who work with HEIs in other capacities e.g. with university security or the local authority, may also find the contents useful. This guidance has been created in consultation with a range of partners who work in and with the HE sector, including PAHELO, BIS, AMOSSHE, NUS and AUCSO. Recommendations from students at a number of HEIs have also been used. Police should not expect students or staff to readily accept Prevent. In fact, if police who engage with HEIs embrace challenge and debate whilst being aware of the sensitivities that students and academics might possess, Prevent has a much greater chance of success.

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Education Act (No.2) 1986

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SECTION 2: What is Prevent? Prevent is part of CONTEST - the Government’s Counter Terrorism Strategy which was revised in June 2011. The strategy aims ‘to reduce the risk to the United Kingdom and its interests overseas from terrorism, so that people can go about their lives freely and with confidence.’10 The current terrorism threat to the UK can be found at: www.homeoffice.gov.uk/counter-terrorism/current-threat-level The Government assesses that the most significant threat to the UK is from Al Qa’ida influenced terrorists. Threats exist from other extremist groups such as Irish dissidents, racist, fascist and animal rights organisations, eco-terrorists and far right extremists. They pose a threat to public order and the British multicultural way of life. CONTEST has four strands (known as the four Ps): Pursue – to stop terrorist attacks. Protect – to strengthen protection against a terrorist attack. Prepare – to mitigate the impact of a terrorist attack. Prevent – to stop people becoming terrorists or supporting terrorism. What are the objectives of Prevent? Prevent is about stopping people becoming terrorists or supporting terrorism. The long-term solution to the threat faced by the UK from domestic or international terrorism is not just about more effective policing. It is about tackling the factors that can cause people to become drawn into terrorism and empowering individuals and institutions to be resilient to those who support terrorism. There are three objectives to Prevent: i. Respond to the ideological challenge of terrorism and the threat faced from those who promote it; ii. Prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; iii. Work with sectors and institutions where there are risks of radicalisation which need to be addressed However, Prevent is not intended to be police-led HEIs have a role to play particularly in ensuring balanced debate as well as freedom of speech. They also have a clear responsibility to exercise their duty of care and to protect the welfare of their students.’11 HEIs may find it beneficial to form strong links with partners to provide appropriate support, advice and referral mechanisms.

10 11

CONTEST, June 2011 Prevent Strategy, 2011 (page 75)

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Why Prevent in HEIs? The UK has experienced a number of terrorist incidents since 2001, some of which had a great impact or had the potential for a great impact. They affect the lives of those involved, those who view them through the media and they also affect the economy significantly. Analysis of the perpetrators indicates that the average age at the time of their arrest was 25; most were educated in British schools and colleges and many had studied at British universities. Most exhibited degrees of vulnerability, prior to being radicalised.12 Home Office statistics indicate that the proportion of perpetrators that had studied at university is more than 30%.13 This does not mean that the universities are at fault for this radicalisation, but where it does happen, HEIs have a role to play in identifying and supporting their students. Intelligence suggests that radicalisers from a range of violent extremist groups, are active within some university campuses14. Students who are vulnerable for a variety of reasons, may be prone to becoming radicalised towards terrorism.



There are steps that universities can take to support those students who are most vulnerable to being radicalised towards a terrorist ideology. Studies show that radicalisation is a process which can take weeks, months or years and that this process differs between individuals. But research indicates that there is a similarity in the vulnerability that people experience, which provides opportunities for those with a duty of care to intervene and support where appropriate. Prevent Language University staff may interpret policing terms in different ways, so care should be taken in the use of definitions and language when communicating with staff and students. Words such as ‘radicalisation’ and ‘intelligence’ may have different interpretations in the academic world. Many academics encourage their students to be radical thinkers; what we might refer to as ‘out of the box’ or ‘blue sky’ thinking. So we should expect students to be ‘radicalised’ whilst at university. Students may also develop extreme views – there may be nothing wrong with having extreme views or being a radical thinker.

However what may become illegal is when a student takes a step further and considers violence to progress an extreme view: someone with a violent ideology may have the potential to kill, injure or promote others to act in this way. In order to avoid this happening, HEIs should support those students that are vulnerable; police can offer help in supporting those students who are vulnerable to being radicalised towards a terrorist ideology. Police who engage with students’ unions should be aware that many are politically sensitive to Prevent and may not be supportive of the strategy or operational approach to delivery. Careful use of language is a priority to ensure that students’ unions understand the issues in an effort to avoid any confusion.

12 13 14

Martyrdom, Dr J. Cole & Dr B. Cole, 2009 Prevent Strategy, 2011 Prevent Strategy, 2011 (page 73)

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What the terms mean: Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Calls for the death of British armed forces is also included. An ideology is a set of beliefs. Radicalisation is the process by which a person comes to support terrorism and forms of extremism leading to terrorism. Safeguarding is the process of protecting vulnerable people, whether from crime, other forms of abuse or from being drawn into terrorism-related activity. Terrorism is an action that endangers or causes serious violence damage or disruption and is intended to influence the Government or to intimidate the public and is made with the intention of advancing a political, religious or ideological cause. Vulnerability describes factors and characteristics associated with being susceptible to radicalisation.

A Question of Intelligence A criticism of Prevent, is that it is perceived by some as ‘spying’ on communities. This simply is not true. What Prevent does involve is an increased awareness of the tensions which affect communities and an appreciation that those who are vulnerable can be diverted away from criminal behaviour. This may be done through information sharing between partners or it may be through discussions and steering groups. There is no additional requirement for police to submit intelligence than in any other policing scenario. Police officers often use the word ‘intelligence’ in the course of the prevention and detection of crime. However, staff and students within universities might perceive intelligence gathering as ‘spying’ and whilst this perception is incorrect, the use of this word or even its suggestion should be avoided.

Job Descriptions – University Liaison Officer Where a HEI has a designated police officer, creating a specific job description can be helpful in clarifying what role the officer plays in different aspects of university life. In some locations, officers investigate crimes whereas in others, their role is coordination of a police response. Some HEIs contribute fully or partly towards the officer’s salary. What is crucial is that the officer becomes known by staff and students as this increases confidence and the likelihood of information being shared rises.

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Guidance available to the HE sector and to the police A number of documents have been published since 2005 which provide information in areas which support the Prevent Strategy for both the HE sector and police. (A) Freedom of speech on campus: rights and responsibilities in UK Universities15 (Universities UK, 2011)

This report considers the role of universities in promoting academic freedom and freedom of speech as well as some of the constraints. Legislation which supports these freedoms is explained.

(B) Managing the risks associated with external speakers16 (NUS, 2011) This guidance advises students’ unions on how to implement a protocol for external speakers whilst maintaining essential academic freedoms. Suggestions include obtaining advice from sources such as the police and considering regulatory steps.

(C) Promoting community cohesion and preventing violent extremism in Higher and Further Education17 (iCoCo, 2011) The Institute of Community Cohesion (iCoCo) researched Prevent work in both sectors, resulting in this report. Findings include: HEIs desire consistent police contact and would like training in how to identify and support vulnerability. Further detail on this report can be found on page 15 of this guidance.

15 16 17

www.universitiesuk.ac.uk/Publications/Pages/Freedomofspeechoncampus.aspx www.nusconnect.org.uk/asset/News/6013/Hate-Speech-Guidance-Web.pdf www.cohesioninstitute.org.uk

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(D) Promoting good campus relations, fostering shared values and preventing violent extremism in Universities and Higher Education Colleges18 (2008). This Government guidance for HEIs helped to interpret the objectives of the Prevent Strategy as they were in 2008. Whilst the strategy has been revised, the contents are still helpful particularly as HEIs still adopt the 5 key objectives within: 1. To promote and reinforce shared values; to create space for free and open debate; and to listen to and support mainstream voices. 2. To break down segregation amongst different student communities including by supporting inter-faith and inter-cultural dialogue and understanding and to engage all students in playing a full and active role in wider engagement with society. 3. To ensure student safety and campuses that are free from bullying, harassment and intimidation. 4. To provide support for students who may be at risk and appropriate sources of advice and guidance. 5. To ensure that staff and students are aware of their roles in preventing violent extremism.

(E) The Application of Neighbourhood Policing to HEIs19 (2008) Sets out to improve the overall policing of universities by providing an overview of the place that HEIs have within a neighbourhood structure and encourages a partnership approach to tackling student crime. Encourages the designation of specific officer to the HEI, to improve confidence and reassurance.

(F) Promoting good campus relations – an institutional imperative20 (2007) This document provides a wider context to the 2005 guidance, offering institutional responses and practical approaches with particular reference to: The Racial and Religious Hatred Act 2006 and The Terrorism Act 2006.

(G) Promoting good campus relations: dealing with hate crimes and intolerance21 (2005) Whilst several years old, this document is relevant and helpful to HEIs and police: it provides background and advice to HEIs in dealing with community tensions on campus, but specifically in dealing with hate crimes and intolerance, providing guidance for the long and medium term as well as in crisis intervention.

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http://webarchive.nationalarchives.gov.uk/tna/+/http://www.dius.gov.uk/publications/extremismhe.pdf/ www.acpo.police.uk/policies.asp www.ecu.ac.uk/publications/promoting-good-campus-relations-update www.ecu.ac.uk/publications/promoting-good-campus-relations-dealing-with-hate

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Broad Themes The seven documents described above have a number of broad themes: Universities must uphold academic freedom and provide an environment for research, challenge and debate and that; • • • •

HEIs possess some form of risk for the students and staff; Staff, students and police have a responsibility to help minimise and mitigate against the risks; Information sharing and referral mechanisms are crucial; Partnership and relationship building form the foundation of future work.

These themes assist in creating a simple model for reducing risk at universities: The Four Rs Police officers and police staff who work with HEIs may find the four Rs useful in discussing how Prevent fits with students and staff. The key message is that Risk is reduced by building strong professional Relationships. Risk Those who work and study within the HE sector will be familiar with the range of risks that students may be vulnerable to. In the Prevent context, this risk is the vulnerability to being radicalised, but actually this can include all forms of risk. Responsibility If we accept that there is a risk involving students, then we should consider that someone must have some sort of responsibility. This might include the students having responsibility for themselves and staff holding responsibility for students. Ultimately, the HEI, the police, the LA and the students all have responsibilities to minimise risk to each other and to the university itself. Referral If we accept that responsibility exists, we should accept that we need a form of referral, a mechanism of some sort to communicate any concerns we might have which fall under our responsibility, whether that is formally or informally, anonymously or in name. Relationships The most effective way to make a referral is to build a lasting, confidential and mutually respectful relationship between partners. In practice this means that police and HEI staff get to know each other, share information appropriately and work in partnership. This is not about intelligence gathering. It is about talking about risks and working together to minimise the risk, by providing support to vulnerable people. The use of this basic tool has been effective in explaining how information sharing and raising awareness of vulnerability can be understood by those who work within universities and be a basis on which to build a working relationship.

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CASE STUDY: Nottingham Prevent Partnership Steering Group - providing leadership on Prevent issues Aims: To co-ordinate the Prevent activity across Nottingham City and reduce the risk of people becoming or supporting terrorists. The specific responsibilities of the Prevent Steering Group are as follows; • Co-ordinate the work of all the City partners on the Prevent Steering Group • Provide oversight on the commissioning of projects • Act as advisories for Prevent related activity and projects identified by the Muslim Communities Steering Group. • Act in an advisory capacity for One Nottingham, the Local Strategic Partnership (LSP) • Initiate evaluations of Prevent commissioned work • Provide a central forum to discuss developments within the Prevent Strategy • Identify and disseminate good practice • Receive and review national strategies and reports from ACPO, the Police Authority and Government departments. • Engage with regional and national partners. Operation of the Prevent Steering Group Nottingham City Council’s Community Safety Executive Coordinator chairs the meetings with the police Prevent Force Deputy Lead as vice chair. The group uses the tiered delivery model to interventions and actions. Membership of the Prevent Steering Group includes representatives from: • Local Authority Community Cohesion & Community Safety, Children’s Services (Youth/Schools) and Adult Services • Two universities and four FE colleges • Probation Service, the Prison Service, the Primary Care Trust and the police Prevent Delivery Team The Group meets on a monthly basis and ensures: The relevant Prevent networks are consulted and used to develop ideas, initiatives and policy Local Area Agreement indicators are taken into account in Prevent discussions. • Regular feedback is provided into the various community and voluntary sector organisations. • Appropriate information sharing agreements exist. Outcomes: Improved information sharing and communication with a developed understanding of vulnerability and risk, which has proved useful in planning for events since 2009 such as demonstrations by extreme far right organisations. Contact: Det Insp Louise Jordan [email protected]

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SECTION 3: Research and Recommendations Research published in 2011 by iCoCo (Institute of Community Cohesion)22 established that: i. The HE sector recognises the response to the threat from terrorism is proportionate. ii. However, there is considerable unease about Prevent, specifically that • the sector was not properly consulted; • there is a perceived over emphasis on Muslims and the misconception that Prevent is about spying on communities is hard to shift; • Examples of good practice are needed; • A broader approach is needed at HEIs, particularly in relation to explicit threats and risks, and then the management of these threats and risks. iii. Staff at HEIs do not feel equipped to recognise vulnerability but are open to receiving training. One identified problem is which staff to train on campus. iv. However, more important to HEIs than training is the need for a recognised and trusted police contact. v. HEIs are not formally integrated with local Government networks and partnerships; more should be done to ensure HEIs form part of CDRPs and LSPs. vi. Relationships between universities and the police are crucial, because inconsistency of police contact, as well as poor information sharing and a lack of awareness of the threat assessment, leads to a fall in trust and confidence in the police.

Recommendations This research helps police to focus university engagement in the following ways: • • • • •

Take a broad approach – link Prevent with safety, security, vulnerability and ‘duty of care’ Challenge misconceptions that Prevent targets one minority group Help with HEI staff training on threat, risk and vulnerability Develop and maintain consistent police contact with a uniformed officer and build lasting relationships across campus Help to integrate the HEI with existing partnership arrangements

The table which follows provides a longer series of recommendations for police on both a strategic and a practical level.

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www.cohesioninstitute.org.uk

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Recommendations for Police Engagement with HEIs: Next Steps for Police Recommendations for strategic police managers • Develop a rationale for engagement with key HEI partners: students’ union staff, student societies, Student Services, security staff and senior managers. • Develop and sustain strong relationships with senior managers. • Incorporate Prevent into partnership protocols. Responsibility for the structure and delivery of Prevent work lies with the HEI, supported by the police and other partners. • Agree protocols for sharing information for Prevent purposes in line with available guidance. • Assist HEI departments with policy creation. • Link LSP and CDRP strategies with Prevent activities. • Briefing those officers who are responsible for policing of the HEI in the contents of this document • Consider training for officers whose role includes facilitation. • Advise the HEI on policies which are related to Prevent and on the communications strategy which supports them. • Discuss referral mechanism options with relevant HEI contacts, such as Student Services, and the SMT. • Assist the local authority to carry out a needs assessment of Prevent support for the HEI, drawing on the CTLP. Recommendations for police practitioners • Suggest debates and discussions with student and staff groups – with which police can engage. • Engage as regularly as possible with student groups, supporting and advising those affected by tensions nationally, regionally and locally. • Develop links with student volunteer groups and advise on how they might assist and integrate with Prevent work on campus and with community groups. • Suggest engagement activities which develop interaction between police, student and staff groups. • Using SNT contacts and networks, suggest and develop links between HEI groups and those in the wider community. Links might be through faith, race, interest, sport or any other ‘common’ feature. • Assist Student Services by increasing awareness of staff about the vulnerability students and staff might have to radicalisation towards terrorism. • Advise on options to advertise support mechanisms widely to students and staff. • Liaise with and support HEI chaplaincy workers. Consider Prevent awareness training. • Assist the HEI in developing a risk assessment and management process for external speakers. This might require the creation or updating of the HEI Freedom of Speech policy. • Assist with HEI and students’ union premises use policy • Promote trust and confidence in information sharing between the HEI, the LA and the police by consistency of contact and ensuring a two-way flow of information. • Advise the HEI on ‘action to take’, should there be concerns over activity on campus, with the emphasis on early intervention rather than enforcement. This will encourage early informal referral. Recommendations which may be both strategic and practical • Understand the nature, culture and context of the HEI. • Develop reporting mechanisms for vulnerability. Encourage supervisors to develop relationships with SB and/or the force contact with the CTU. • Advise the HEI on balancing the needs of cultural or religious groups with the wider campus community, by discussing community tensions on a local, regional, national and international basis. • Ensure hate crime reporting systems are efficient; consider on-campus options for hate crime reporting. • Ensure information sharing between the HEI, the LA and the police is efficient and is based on firm professional relationships. • Develop tension monitoring processes within the HEI that will contribute to area tension monitoring • Suggest Prevent awareness training for key campus staff and a cohort of student representatives.

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Further Recommendations: DOs and DO NOTs

DO – encourage internal welfare mechanisms/communication between departments DO – encourage an effective HEI communication strategy for supporting vulnerability to ensure understanding for students and staff. DO – engage with departments and staff whose role involves responsibility for vulnerability, including chaplaincies and inter-faith groups DO – engage with student residences including the private rented sector. DO – appreciate that staff will have concerns about when to breach confidentiality DO – engage regularly with student services DO – offer training for student services staff, chaplains and counsellors DO – understand that international students are uniquely vulnerable. Many have perceptions of police from their home countries. Communication of referral mechanisms should be supportive and use appropriate language. DO – reassure students that it is okay to have radical/extreme views. DO – use terminology which is appropriate for your audience. Security and safety are helpful terms but sometimes terrorism and violent extremism are considered unhelpful. DO NOT – suggest the Anti-Terror Hotline as a Prevent referral mechanism: HEIs/students need a welfare support advice line that doesn’t mention terrorism. DO NOT – assume that all students will want to engage with internal mechanisms. DO NOT – assume that everyone knows what violent extremism or terrorism is about

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SECTION 4: The Structure of HEIs Each university is unique; HEIs have academic profiles, campus styles and culture which all differ as well as varied student demographics. They are also managed differently so officers should get to know the particular HEI that they work with. It can be unhelpful to consider an HEI as one entity as they consist of several bodies. Diagrams below provide a guideline to the structures of two distinct but supportive bodies within a typical HEI: The University Senior Management Team (SMT)

Usually an honorary title

Chancellor

The most senior management post

Pro Vice Chancellors

Vice Chancellor

Provost & Deputy Vice Chancellor

Directors

There may be different combinations of these titles

Deans of Faculties Directors of Depts Usually a professor

Chief Operating Officer

Registrar & Secetary

Health, safety & Environment manager Director of Student Services Director of Residential Services

The Vice-Chancellor may nominate the Head of Security to lead on police liaison and counter terrorism with the Director of Student Support Services leading on vulnerability to radicalisation.

Director of Faculties Management

Head of security may answer to this person

Typically the University Chancellor is an honorary title whilst the Vice Chancellor (or Principal) will be the organisation head. Each HEI has a number of management levels headed up by the Senior Management Team which consists of a mixture of the titles shown above. Beneath the Senior Management Team there will be the Directors of Departments and then Department Managers and academic leads (often Professors), before middle management and staff. Police may be able to assist in improving communication between university departments by using new and existing meetings to bring key HEI staff together to discuss issues of shared interest.

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Security Staff Each HEI has a Head of Security or Chief Security Officer. Reporting to this person are teams of security officers, the majority of whom are likely to wear uniform. These may be managed by the university or else by an agency. Each HEI might have different titles and structures; Wardens, Porters and other titles may be present. These roles would usually include the general security of buildings plus the safety of staff and students and as such they are responsible for patrols on campus. In addition to the HEI security, there may be a separate security structure provided by the Student Union. Some HEIs, such as at Oxford and Cambridge, have additional layers of discipline and enforcement, with the post of Proctor. Student Services The Student Services Department offers facilities and support for students; this department most obviously expresses the HEI duty of care obligation. Some Student Services Departments can be found within or connected to the students’ union whilst others are quite separate. The department will vary depending on the size of student population, the demographics as well as budget and the institutional mission. This is a key department for police and other partners to forge a good relationship with. An example Student Services Department may consist of a number of sections: Wellbeing – may provide a counselling service, a nursery service plus sports and recreational facilities. Education Support - support for disabled students, a mentoring scheme, a needs assessment and support for dyslexia. University residence support - aimed at supporting those students who reside within university owned and managed buildings. Student Advice and Guidance - all other forms of assistance, including financial. N.B. Titles and responsibilities vary so officers should liaise with their own HEI to find out what happens locally. Student Services already deal with the vulnerability issues that complement Prevent objectives. For example, staff within Student Services are likely to be trained to deal with all forms of vulnerability, including homesickness, bereavement, substance misuse and domestic violence amongst others. Student Services staff may be trained in Prevent awareness – this can be provided if not already in place. The Manager of the Student Services Department may be a member of the HEI SMT and is in a position to advise on vulnerabilities of students if they arise. Student Services is also the Department in which records of hate crimes against students may be recorded as a separate mechanism from the police records (although this is provided within Students’ Unions at some universities.) Some HEIs have an information sharing protocol for these reports, whilst others have effective police liaison. Police should develop relationships with Student Services: officers can provide support and advice in respect of missing students or those for which there is a welfare concern.

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Students’ unions are separate organisations from the universities they work with although they are obviously linked. Most are registered charities, must abide by charities legislation and are overseen by the Charities Commission. The main function of a students’ union is to represent the student voice of the institution, but often they provide advice as well as entertainment. Unions are run by a combination of three bodies; the Trustees, the Executive and the Union Council of Representatives. There is often a staff team who supports the executive to deliver its duties and the services of the union. The size and structure of a students’ union varies across institutions however the diagram below is a guide.

Executive • President • Vice President Academic Affairs • Vice President Activities & Events • Vice President Wellbeing • Vice President Campus & Communications

board Of Trustees Includes: • President • Vice Presidents • External Trustees • General Manager

union Council of representatives Includes: • Executive Officers • Student Societies chair • Sports federation chair • Wellbeing representatives and events representatives

The Executive (or Sabbatical) Team represent a wide range of Student Interests – these officers are elected usually on an annual basis by students and are headed up by a President supported by a team of Vice-Presidents often representing areas such as education & welfare, sports & societies, academic & finance etc. In addition, there are annual elections for current students who have voluntary roles, assisting the executive team. The Trustees include a General Manager (or Chief Executive), supported by permanent administration and financial staff, plus staff who manage functions and services e.g. advice centres, bars/recreation, shops etc.

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Student Societies Most students’ unions have a vast array of clubs and societies including cultural, social, religious and sports, which students set up and join. The Membership Services Manager at the students’ union will provide information on the variety of societies available at a specific institution. Officers can familiarise themselves with student societies but should not make assumptions about their membership. For example, a Right Wing group might consist of a range of individuals with different views and backgrounds. A Christian Society might have members from Roman Catholic, and a range of Protestant churches. An Islamic Society might have members from the Sunni and Shia traditions, who have very different views on their religion. Within each society there may be a structured hierarchy where the views of certain individuals prevail, or where the majority view prevails. This can change from one academic year to the next. There can sometimes be friction within student societies, which officers can be aware of through close engagement with the students’ union.

It cannot be stressed highly enough, how important the creation of trust and confidence is for effective police-student relations. The wrong impression could lead to a setback for Prevent and policing in general.

Case Study – West Yorkshire Universities A support network exists for the eleven HEIs in the Yorkshire and Humber region to assist in embedding effective procedures for staff and students, including; • The establishment of a Regional Higher Education Prevent Network, • The design and implementation of a Prevent training and support programme, • The design, implementation and embedding of a Prevent information sharing protocol. This work is coordinated by a steering group, who report to regular meetings of representatives from all 11 HEIs. Additional work includes a residential course for chaplains from all 11 universities plus the creation of inter-cultural dialogue events on campus. The group also links with associated themes, including the creation of courses which study faith and the creation of ‘safe space’ for debate. Outcomes: Increased partnership work, sharing of practice and funds which ultimately leads to greater understanding by students and staff.

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External Speakers at University Premises One frequent cause of tension on campus is that of external speakers: upholding freedom of speech means that occasionally speakers with radical views are not appreciated by one group or another. Links below highlight the issues that might arise. http://news.bbc.co.uk/1/hi/england/london/8403089.stm Hizb-ut-Tahrir speaker banned from Queen Mary College, London www.guardian.co.uk/commentisfree/2007/nov/16/extremefreespeech Report about Extreme Right Wing speakers on campus Most HEIs have a booking procedure for external speakers and premises. Guidance was published by the NUS in July 2011 which suggests a protocol for Students’ Unions to follow, though the advice is not mandatory: www.nusconnect.org.uk/asset/News/6013/Hate-Speech-Guidance-Web.pdf Universities need to consider their responsibility under legislation to uphold freedom of speech but to balance this against the potential for discrimination, public disorder and criminal behaviour. Police can support HEIs in their risk assessment process by information sharing as well as assisting in measures which protect students and staff and the reputation of the university. In accordance with Government guidance, specialist police departments or local Government contacts may be able to suggest an additional speaker in order to provide balance in any debate.

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Information Sharing: The exchange of information between police and partner agencies, including HEIs is covered by sections 17A and 115 of the Crime and Disorder Act 1998. Information exchanged between police and partners should remain confidential. A local protocol is not obligatory but some institutions may insist on one: this is a simple document authorised by a senior officer and agreed by the third party that shared information is used only for its agreed purpose. Guidance on sharing information in a community safety context can be found at www.homeoffice.gov.uk/publications/crime/info-sharing-community-safety/ In many HEIs, much information is shared on an informal basis, with trust and confidence built up over time. This relationship can be damaged if a two-way flow of information is not maintained. Good practice in partnership working is appropriate: HEIs should be thanked and updated on a regular basis in order to nurture the working relationship. MOPI: Officers should also ensure that information provided by them is compliant with the Management of Police Information (MoPI) - making information relevant and accessible; ensuring that all police operational information is managed consistently. Whether an officer is responsible for collecting, recording, evaluating or even the disposal of information, it must be done in a consistent manner. www.npia.police.uk/en/15088.htm

Case Study – Information Sharing at the University of Portsmouth The University of Portsmouth deals with Data Protection (DP) issues by ensuring there is a two way process which is focused through key people who can apply the Data protection Legislation. The Police University Liaison Officer works closely with the University Data Protection Officer, ensuring that all requests are dealt with via the approved channel. Since most requests do not conform to approved data requirements, time can be wasted in returning DP forms for amendment. Close police liaison with the DP officer ensures this process is as effective and helpful as possible. Outcomes: Police DP requests are channeled via the University Police Liaison Officer who submits them and obtains swift responses. The Police and the University are confident that data requests have been correctly recorded and are lawful. Any questions as to the appropriateness of DP requests can be discussed via the University Liaison Officer who is known and trusted.

Offender Image Sharing: Some partnerships involving HEIs have protocols in place which allows the swift sharing of offender images. This has the potential to be a preventative measure which provides an additional layer of safety on campus. Private Contactors: Many University services are outsourced. Residential services for example, may well be fully or partially supplied by private contractors. It is useful for police to have good relationships with such companies and an information sharing protocol in place.

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Case Study – University of Gloucester in partnership with Police A written agreement exists between police, the University of Gloucester and their Students’ Union, which clarifies the role of the police liaison officer and sets objectives for partnership working. The overall aim is to ensure that students, staff and visitors to the University have a safe environment in which to study, work and visit and to enable the student body to achieve its full potential. Objectives & Expectations of the agreement include: • Build positive relations between police and the University community, with particular emphasis on the relationship with the students; • Improve relations between the student body and the local community; • Reduce levels of crime & numbers of victims of crime within the University; • To assist with the education of the student body, in terms of crime reduction, hate crime and extremism; • Accelerate access to police support at times of need; • Provide a first point of contact between the relevant campus and local police, and act as liaison officer for investigations involving the campus and/or students; • Work in partnership with the Student Services Department to identify student welfare issues at an early stage. The University supports the partnership by providing office space, IT and marketing support and hosts regular partnership meetings as well as arranging meetings between police and the student body A 24/7 on-call number to the police for assistance with serious student-related matters exists. The formal exchange of information is covered by an Information Sharing Agreement. The University and SU have explicitly agreed to work with the Constabulary on the. Prevent Agenda. Outcomes: Integrated partnership working, improved professional relationships leading to enhanced referral mechanisms relating to student vulnerability.

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SECTION 5: Vulnerability to Radicalisation in a University Context Vulnerability takes a variety of forms – indeed many people are vulnerable at different stages of their lives. HE students may be vulnerable to a range of risks during their time at university. They may be living away from home for the first time and they may be exposed to new influences and potentially risky behaviours. e.g. Drugs, alcohol misuse, influence from peers or the internet and they may begin to explore ideas and issues around their identity. Those that might become or support terrorists may be referred to as ‘vulnerable to radicalisation’. Those that have committed acts of terror or supported their actions have all been vulnerable to this form of radicalisation. With hindsight, in most cases there were opportunities for friends, colleagues, teachers, health professionals and police to have intervened long before that person went on to commit a criminal act. It is possible that indicators of this vulnerability may be exhibited whilst an individual is at university. Each of us shares a responsibility to support those who are vulnerable, in order that they may receive appropriate support to divert them away from potential criminal behaviour. What might cause an individual to be ‘vulnerable’ to radicalisation? There is no single profile of a terrorist or a single radicalisation pathway, but based on evidence from past cases, there are a range of factors that may cause a person to be vulnerable and more likely to be attracted to a path of radicalisation. It is important to note that the presence of one or more of these factors will not necessarily lead to radicalisation or engagement in violent activity and every case will need to be considered on an individual basis. HEIs are encouraged to work with local police on awareness of local community issues and tensions which may also be contributory factors, as well regional, national and international issues which may be pertinent to a particular individual. Whilst schools and colleges follow safeguarding procedures intended to protect those aged under 18, the majority of university students are adults so the same procedures do not apply. However a similar duty of care approach is applied by the HEI student support services team. In other words, police and partners can encourage HEIs to support their vulnerable students in the same way that younger students are supported up until their 18th birthday. This approach ensures that Prevent is seen as it is intended; as supporting vulnerable individuals so that they do not come to the notice of police or authorities in the future. Police involvement in multi agency panels with HEIs can be a major contribution to the prevention of a range of risky behaviours and potential harm. Police officers and police staff that work closely with Student Services Departments can help university staff to understand and recognise the vulnerability factors.

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International and EU Students A significant proportion of the student population within each HEI consists of international and EU students. Approximately 15% of all HE students originate from overseas23. These students are attracted by specific courses as well as the town/city in which they study. British universities have excellent reputations for providing a complete education, in terms of the study-social balance. In many cases, the international students are sponsored by companies or the Governments of their home nations. HEIs benefit significantly from international student fees, which means that HEIs are competing for students and therefore wish to make themselves as attractive as possible. The rise in student numbers from overseas, coupled with legislation which places a positive duty to promote equality, means that HEIs have to ensure the needs of students and staff from diverse backgrounds are supported. It is in the interests of all HEIs actively to promote cohesion on campus: institutions that do not seek to increase integration in their student community will not compete in an increasingly competitive and globalised higher education system. International students have the potential to be more vulnerable than home students. Lack of understanding of language, culture and local information are obvious vulnerabilities which criminals have been known to use to their advantage. Isolation and the adjustment to a foreign culture may be manipulated by a radicaliser by using the attraction of camaraderie to influence the vulnerable student. Some international students may be unwilling to speak (or report incidents) to the police, due to negative perceptions of authority from their home nation. Even a lack of knowledge of someone’s faith can be taken advantage of, and so particular consideration should be given to support for vulnerable international students.

Case Study - Salford Hate Crime Reporting The University of Salford, in partnership with Greater Manchester Police (GMP), created its own Hate Crime Reporting Guide, for use by students and staff. This guide provides information on how to report a hate crime and where to report an incident as well as the sort of support that any person can provide to a victim of hate crime. Since hate crimes are one of the most under reported crimes, the police have helped to create 29 hate crime reporting centres across the GMP area. Each centre holds ‘Third party reporting forms’ with which staff can record details and then refer on to the police. Victims retain the right to withhold their personal details and also the right to request that police take no action as a consequence of their report. Outcomes: Hate crime statistics have risen, but liaison between the university and the police is now much closer with a subsequent rise in confidence. It is anticipated that crime statistics will fall as action is taken to reduce risks and vulnerability as well as prosecutions resulting.

23

www.ukcisa.org.uk

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Case Study – Student Registration in the West Midlands Between August and October each year over 1000 students arriving at HEIs across the West Midlands region are required to register with the police as new arrivals. Previously each university had booked appointment dates to bring students to the Overseas Visitors Registration Office (OVRO) at Police Headquarters, and would attend with 30-40 students per appointment time. OVRO would have to contend with other members of the public also attending at these times, and often students would have to queue for long periods. In short, the student registration process did not give a positive first impression of the police service. Additionally international students are particularly vulnerable to crime in these first few weeks of the academic year; they often have a negative impression of the police based on their own home experiences and may be unlikely to report offences or information. In recent years, OVRO, the International Offices & the relevant local police officers have worked together to register the new arrivals on their Campus. OVRO staff with the local designated neighbourhood officer(s) attend each West Midlands HEI (currently Aston University, University of Birmingham, Birmingham City University, Coventry University & University of Warwick) to register the majority of the ‘new arrivals’ in larger groups. Outcomes: The process assists the individual universities, OVRO, and the police. More importantly a better level of service is provided to the registering students, where officers can also be on hand to offer reassurance and crime prevention advice in a more welcoming environment. It increases officer accessibility; engages with them with personal safety and security advice, and assists in building up a better rapport with these international students.

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Factors that may contribute to vulnerability Possession of literature related to extreme views Underachievement

Rejected by peer, faith or social group or family

Extremist Influences Experience of poverty, disadvantage or social exclusion

Victim or witness to race or religious hate crime

Global or national An event or series of traumatic events

Factors that may contribute to vulnerability

Pressure from peers associated with extremism

Conflict with family over religious beliefs and/ or lifestyle choices/ extreme political views

Personal

Recent or political or religious conversion

Identity confusion

These are examples of what vulnerability might look like - not an exhaustive list

Change in behaviour and/or appearance as a result of new influences

Based on academic research; Dr Jon Cole & Dr Benjamin Cole, 200924

This diagram may assist police and HEI staff in identifying those who are vulnerable to radicalisation towards violent extremism. Because an individual might be described as having one or more of these factors, does not necessarily mean that he/she is on a path to radicalisation. It might provide an indicator that the individual needs support.

Research conducted on 55 British terrorists suggests that whilst each one had different experiences and motivations for acting the way they did, there were similar factors which contributed to their vulnerability to being radicalised. In many cases, this vulnerability was quite obvious, involving interaction with teachers, tutors, social workers, youth workers and drugs workers. Whilst some of the factors described are common amongst students, had the people who the terrorists interacted with known about the above factors, they might have dealt with them differently. This would not necessarily mean involvement with the police: HEIs can support and intervene using their own mechanisms, but seek police advice as necessary. Officers who work with HEIs should raise awareness of these factors with HEI staff, particularly Student Services Departments.

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Martyrdom (2009)

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Examples of individuals who have been vulnerable to radicalisation Environmental, Animal Rights and Extreme Right Wing Environmental and Animal Rights groups boast many students amongst their members. There have been many legitimate demonstrations by these groups, however unlawful activities have the potential to seriously threaten local and national economies whilst undermining the democratic process. Until the 2005 London bombings, the media portrayed environmental terrorism as the most significant threat due to the economic impacts on the UK of a sustained campaign. This threat should not be taken lightly. A more obvious and notorious impact has been the rise of extreme right wing support in Britain since 7/7. The British National Party (BNP) is a legitimate political group; however it has a significant proportion of individuals who hold extremist views within its membership. In 2009, a group calling themselves the English Defence League (EDL) swelled in size, organising a series of marches and demonstrations. The EDL claims to be a peaceful and non-racist organisation only concerned with protesting against “militant Islam”. However, EDL demonstrations have led to racist speeches, violence and Islamophobic behaviour. Such activity may lead to a perpetuation of division and suspicion, rather than reducing it and there is evidence to suggest that EDL activity is leading to more Muslims turning towards extremism to counter the threat posed by the EDL.

Far Right Terrorist: David Copeland25 Copeland was a member of extreme right wing groups before he conducted a series of bomb attacks on Black, Asian and Gay communities in 1999. He was dubbed the ‘London Nailbomber’. Copeland was not linked to any HEI, however the potential for a similar attack by a self-radicalised solo attack, or the efforts of a ‘cell’ linked to a university are given additional potential with the recent rise in the popularity of the extreme right wing in the UK and Europe. During interview, Copeland said “My main intent was to spread fear, resentment and hatred throughout this country, it was to cause a race war.” Support for the extreme right wing has increased across Britain and Europe over recent years – events in Norway in 2011 when Anders Behring Breivik murdered 76 people in Norway illustrate this. The Government assesses that the threat posed by the extreme right in Britain is relatively low but police working with universities should not dismiss this threat when engaging with students and staff on campus.

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Copeland’s chronology can be found at www.pnct.pnn.police.uk/Prevent/community.htm

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Examples of British terrorists with links to universities 2004: Operation Crevice - Omar Khyam, (London Metropolitan University), Jawad Akbar (Brunel University), Salahuddin Amin (University of Hertfordshire). All were convicted of conspiracy to cause explosions in 2007. During family holidays to Pakistan, Khyam and Amin became fascinated by the terrorist cause. Akbar was resentful of society and attended militant political group meetings whilst at university.

Fertiliser seized during Operation Crevice

Circle Line after 7/7

2005: London - Shehzad Tanweer, Leeds Metropolitan University graduate: one of the four 7/7 bombers who murdered 52 people on London transport. Tanweer was responsible for detonating a suicide bomb on the Circle line, killing himself and seven others. He is believed to have been radicalised whilst attending a gym in Beeston, Leeds. 2009: Christmas Day - Umar Farouk Abdulmutallab, graduate from University College London. The son of a wealthy Nigerian banker, Abdulmutallab was radicalised and trained whilst in Yemen, after becoming disillusioned with western society. At UCL he was the President of the Islamic Society though the Caldicott inquiry concluded that he was not radicalised whilst at university. Abdulmutallab attempted to detonate an explosive device hidden in his underwear whilst on board an airliner bound for Detroit.

Umar Farouk Abdulmutallab

Roshonara Choudhry

2010: May - Roshonara Choudhry26, had almost completed her degree at Kings College London when she attempted to murder Stephen Timms MP because he had voted in favour of the Iraq war. She was a gifted student, having achieved a grade A in all of her GCSEs and A levels, yet she was radicalised by videos viewed online, particularly those of Anwar al-Awlaki. Choudhry was convicted of attempted murder but it was clear from her interviews that her actions were those of a terrorist. It is not suggested that any university had a role to play in radicalising any of these individuals, or that conditions were conducive for radicalisation at their HEIs. However the vulnerability to being radicalised of current and future students could be identified by staff and students with interventions created which could reduce their vulnerability, thereby preventing an act of terror. Staff and students therefore should be made aware of the signs of vulnerability.

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Choudhry’s chronology can be found at www.pnct.pnn.police.uk/Prevent/community.htm

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Student Demonstrations Attending student demonstrations are part of the culture of British HEIs and for many students, attending a student ‘demo’ is part of their university experience. Student demonstrations have no connection to terrorist activities other than to illustrate the sort of things which are democratic and legal and which are supported by legislation and the police. Public demonstrations which stay within the law are very much a part of freedom of speech. There is a danger however for those that are unfamiliar with such events, for a particularly motivated section of the crowd to encourage law breaking or non-cooperation with the police. This has the potential to lead to arrest and prosecution for a public order offence, but also potential for the individual to be banned from entering certain countries such as the USA. Job applications might also be affected. Police can assist by briefing university and students’ union staff as well as students on these dangers. Whilst the police should not discourage peaceful protest, many unsuspecting students have been convinced to act beyond the law, to their regret much later. A dialogue between police and students is important to ensure that everyone understands what is happening. Social media can have a positive impact on this dialogue.

Case study - University of Birmingham The University of Birmingham recognises that radicalisation presents a risk to individual student wellbeing, and to the student community as a whole. In 2009 a Good Campus Relations Group was created, bringing together stakeholders from across the University, including Student Services, the Chaplaincy, the Guild of Students, and Security. The Group meets termly and reports directly to the University Executive Board, ensuring senior management support of its actions. Since its inception, the Group has: • • • • •

Built partnerships with the police and other external agencies Reviewed staff development needs and, as a result, commissioned and implemented a WRAP training programme across the University Revised and enhanced Codes of Practice on Freedom of Speech, and a risk assessment frame work for dealing with requests for external speakers on campus Developed institutional responses to statutory guidelines and documentation, such as the Prevent strategy and UUK guidance on Good Campus Relations Supported initiatives to promote dialogue between different groups on campus whilst The Guild of Students has promoted a number of interfaith activities.

Brendan Casey, Director of Academic Services at the University of Birmingham and Chair of the Group, explains “We all want to have a safe and secure community that respects freedom of speech within the law, and actively engage with local authorities on managing sensitive and important issues that impact upon students and the wider community. The Good Campus Relations Group has enabled us to bring together staff and students to put together a systematic plan of action that ensures we meet our statutory duties and manage our risks effectively.” Outcomes: Close partnership working with Police and Local Authority; support for student-led interfaith initiatives; regular reporting to senior University leaders; improved policies and procedures to protect and promote freedom of speech; staff training and awareness programme; and improved internal protocols for addressing needs of vulnerable students.

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The Internet and Use of Social Media We know that whilst the internet is a wonderful resource, that there are potential dangers in its use. Criminals are known to use the internet and it is easy to find offensive material which can corrupt vulnerable minds. It is known that a number of British terrorists have been affected by images and speeches found on the internet, for example Andrew ‘Isa’ Ibrahim and Roshonara Choudry, were both heavily influenced by internet material before going on to commit criminal acts. Due to their commitment to academic freedom, HEIs may not monitor all internet use by students and staff although at many institutions, students and staff agree to abide by internet use protocols as part of their attendance/employment. However controversy has occurred when individuals have apparently used academic freedom to research beyond the remit of their studies. Through regular liaison with university staff and students, police can be available to offer advice if a particular concern arises. Facebook, Twitter and virtual communities Most police forces now support the use of social media as a means of communicating with their communities. This is just as important with student communities who use social media sites regularly as well as university based forums and chat facilities. Police should consider adopting the same social media to communicate and offer advice as younger people may prefer this method of communication. A considerable amount of trust and confidence can be built up using this technique, although officers should continue to offer meetings and phone calls as communication methods. Guidance on the use of IT can be obtained from force media and communications departments. Officers are encouraged to compare IT practice at neighbouring institutions whilst another option is to use university expertise and resources which may further develop campus/police relationships.

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Case study - University of Brighton - PC Donna Bagguley, University Liaison Officer PC Bagguley’s post is part funded by the Residential & Catering Services at the university but supplemented by additional Prevent funding. This means that the post is funded by self generated income so that any cuts to university funding do not affect the role. PC Bagguley is jointly supervised by her own Neighbourhood Sergeant and also Kevin Mannall, Community Liaison Officer at the university. PC Bagguley has been in post since September 2009 and in a short time has become firmly embedded amongst university staff. She is now an accepted and trusted uniformed figure by students and staff at each of the five campus sites. She has excellent relationships with student services, students’ union, key staff and security officers. “Building lasting relationships with people is the key to success”, PC Bagguley says. PC Bagguley has developed a Virtual Local Action Team (VLAT) on the university intranet, on which students and staff can write their concerns and discuss solutions to campus issues. This is a new concept but has already been a success. PC Bagguley said, “As staff and students have seen me about more often, so they have been happier to tell me about things that concern them. Overseas students particularly have warmed to me, and the things they want to tell you about are extremely useful to the university and the Police.” Outcomes: Improved institutional reputation, improved student/police communication, improved confidence in the police. A city wide partnership, supported by the Local Authority is looking to build on successes so far and to include other HEIs within the scope of police liaison. Other outcomes include: students and their parents are happier to have a police officer on campus and the HEI duty of care towards students, staff and the institution is supported.

PC Donna Bagguley

Kevin Mannall

[email protected] or [email protected]

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INTERNET SAFETY: Counter Terrorism Internet Referral Unit (CTIRU) While the internet is clearly a source of much that is positive with opportunities for global information exchange, communication, networking and education, some people use it as a way of spreading messages of violence and hate. Terrorists exploit the internet for their own means ranging from attack planning through to radicalisation and recruitment. This represents a serious risk to vulnerable individuals using the internet. With the increase in terrorist content on the internet, a dedicated response is required to deal with this threat at a national level. The following website is for the public to use to take action against violent extremism and hate websites and other online content: www.direct.gov.uk/en/CrimeJusticeAndTheLaw/Counterterrorism/ Reporting online hate, extremism and terrorism Where individuals believe the material they have located is potentially unlawful they may submit information via the website which refers the matter to a specialist police unit: the Counter Terrorism Referral Unit (CTIRU). The Unit provides a national coordinated response to referrals from the public, Government and education institutions but also acts as a central, dedicated source of advice for the police service. The Directgov website provides the public with information about how to take action against all forms of hate, violent extremism and terrorist material including content that may be offensive but not necessarily illegal - by encouraging reports of unacceptable content. CTIRU The CTIRU was established by ACPO and provides the police service with a unit of experts who can carry out an initial assessment of material located on the internet. It is also responsible for alerting forces to online terrorist offences that may fall within their jurisdiction. Powers under Terrorism Legislation provide for the CTIRU to take a national lead in serving notices on website administrators, web hosting companies, Internet Service Providers, to modify or remove any unlawful content. The CTIRU also focuses on developing and maintaining relationships with the internet industry. For further information about the CTIRU please email: [email protected] For general information on e-safety visit: www.education.gov.uk/ukccis/ www.thinkyouknow.co.uk www.iwf.org.uk www.ceop.gov.uk

Counter Terrorism Local Profiles (CTLPs): each police force completes CT Local Profiles, which are similar to neighbourhood profiles – but are an assessment of the local CT risk. A briefing on the assessment is provided to the local police commanders and LA Chief Executives in order for them to not only be aware but also to address any risks identified. Universities are likely to form part of the CTLP and in some areas, HEI staff meet with police and LA staff to discuss issues that arise.

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SECTION 6: The Delivery of Prevent in HEIs Police roles on campus The relationship between each HEI and the police is unique and with each force having different priorities and resources, there is no one size fits all template. HEIs and police are likely (though by no means in all cases) to have partnerships or working relationships at a number of levels, for example: Police Role

May have relationship with HEI staff

Senior Management Team

Vice Chancellor (VC) and senior staff

Safer Neighbourhood Team

Security, Students’ Union, Student Services

Special Branch/CTU officers

VC and senior staff, Head of Security

Community/Prevent Engagement Officer

Security, Students Union, Student Societies

Designated uniform officer

All of the above plus more

Senior Management Team The police command team may be familiar with some of the HEI senior management team, and indeed it is quite likely that the Vice Chancellor has regular discussions with local police commanders. This is to be encouraged, however in most cases, the majority of engagement and information sharing goes on at the practitioner level. Safer Neighbourhood Team Every HEI falls under the responsibility of a police Safer Neighbourhood Team (SNT), which most often consists of a Sergeant and a number of Constables and PCSOs. SNTs have responsibility to patrol in uniform and deal with incidents in that neighbourhood. It is common for HEIs to fall under more than one SNT due to the scale of the HEI. Designated Police Officer There may be one uniformed officer that is specifically designated as the university liaison officer – this is particularly important where an HEI is sited on more than one SNT area, or across force boundaries. He or she would be expected to build up relationships and partnerships with staff and student representatives, and to deal with a variety of general policing issues. Consideration may be given to providing this officer with Security Clearance (SC) vetting status. Special Branch/Counter Terrorism Unit officers Most HEIs have a designated officer from the local Counter Terrorism Unit or Special Branch who has responsibility for liaising with university senior management, including the Chief Security Officer. Information is shared about the international, national and local concerns which have relevance to that HEI. Prevent Engagement Officer (PEO) or Community Engagement Officer (CEO) This is a relatively new role and forms an additional layer of contact that HEIs have with the police. PEOs or CEOs have responsibility for improving engagement between police and the community: this can take all manner of forms, from hosting debates, to improving communication between groups.

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Effective Engagement Prior to Prevent, the traditional counter terrorism relationship with HEIs was mainly in relation to physical security; Prevent has created additional officers who have direct engagement. A multi-layered policing response can lead to some confusion and duplication between officers and within the universities themselves. To improve communication, develop trust and confidence between the police and HEIs – as well as to strengthen partnerships between local police and CTU/Special Branch local neighbourhood officers must be seen as the key. This is in accordance with ACPO approved and published guidance.27 Engagement of all forms and introductions to specialist officers should be initiated by the designated uniform officer. Neighbourhood officers provide a holistic policing response to the needs and issues of the campus neighbourhood, its staff and students; these officers are in a unique position to build relationships across a diverse range of staff and student representation and are enablers of trust and confidence. Their roles and responsibilities rightly include being points of contact for specialist departments. With specific reference to preventing terrorism and community engagement, these officers are often better placed than counter terrorism officers to understand how to effectively communicate and deliver Prevent messages. Any police engagement with the students’ union or individual clubs and societies should be made via the General Manager or Membership Services Manager within the students’ union. Both of these roles are full-time staff members not elected officers. It is not best practice to approach societies directly without introduction and it is not best to single out specific societies as this could lead to a break down in trust and confidence. Liaison should be made in the first instance with the local officer or PAHELO member about the most effective engagement approach.

Case Study - West Midlands Police working with universities West Midlands Police force policy ensures that an officer is designated to each of the Universities in the West Midlands. These officers are responsible for day-to-day policing. They have a huge range of contacts within the institutions and are accessible to students and staff. These officers also act as conduit for specialist departments including the West Midlands CTU which has uniformed officers, called Security and Partnerships Officers (SPOs) who work alongside neighbourhood teams and university designated officers. SPOs are dedicated to working on Prevent but the designated officer is often better placed to deliver on campus, or can introduce the SPO to do this. The CTU has found it more effective to work alongside the designated officers as they have built up the trust, confidence and contacts necessary to deliver Prevent awareness. Outcomes: Every HEI has a named uniform police contact whose role is day-to-day policing of the university sites. This develops trust and confidence and information sharing in a two way direction. The designated officer is a key liaison and ensures a strong working relationship with CTU officers.

‘Guidance on the Application of Neighbourhood Policing to HEIs’; www.acpo.police.uk/asp/policies/Data/Guidance%20on%20the%20Application%20of%20NP%20to%20HEI.doc 27

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Engagement Resource: Operation Bachelor & Operation Graduate

Operation Bachelor and Operation Graduate are separate engagement exercises designed to help police to increase awareness of the Prevent Strategy with students and staff at universities. They can be facilitated by anyone who is confident and competent and has a grasp of current affairs. Objectives: • To develop relationships between the police, university students and staff; • To build awareness of Prevent, particularly the identification and response to vulnerability to radicalisation in a university context; • To create a university Independent Advisory Group (IAG). With Bachelor, facilitators use a short film to initiate debate and then to discuss what affects the safety and security of students today. Links are made between personal safety and the security of the UK and participants are asked to consider ways that vulnerabilities should be referred. With Graduate, participants discuss a series of realistic scenarios, including: • Extremist leaflets found on campus • The creation of an extremist student society • Raised student tensions as a result of hate crimes.

Participants consider these from a series of viewpoints including a university Vice Chancellor, a Students’ Union officer, student services staff and the police. Questions considered include what role the university, the police and other agencies should perform and suggest ways that vulnerabilities should be referred.

Outcomes: Improved relationships with students, better understanding by students of Prevent, potential for a student IAG.

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Engagement Resources: ACT Now for HEIs

ACT Now is a 2 hour multi-media interactive exercise which can be used in any environment to aid discussion and which is ideal in an HE setting. Act Now allows students and staff to better understand the prevention of terrorism and violent extremism by taking on the role of Counter Terrorism officers leading up to and during a fictitious act of terror. In the exercise, the protagonists have strong links to the local HEI which reinforces the need for those who work and study on campus to appreciate their roles. The exercise is enjoyable and produces a strong rapport between attendees and police. There are two versions of Act Now available: version 1 is an Al Qa’ida storyline whilst version 2 has a narrative based on extreme right wing terrorism. Both versions allow discussion of similar issues. Outcomes: Increased understanding of the impact of community tensions. Enhanced understanding of the role of police in counter terrorism, and for the police, a greater appreciation of the views of the community.

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The Tiered Delivery Model Universities may understand their contribution to Prevent in tiers, similar to the way educators contribute to preventing other types of vulnerable behaviour:

Tier 4: Enforcement by police working in partnership with other agencies.

CTU/Special Branch

University/ Policing Management

Tier 4: Actively Breaking The Law.

Enforcement Approach

Tier 3: Moving Towards Extremism; referrals and partnership.

Interventionist Approach eg. Channel Project

Tier 2: The Vunerable; identifying signs of vunerability, providing support and internal reporting mechanisms.

Tier 3: Specialist work tailored to individuals at risk to particular concerns; • effective student support processes • increased staff awareness • effective information sharing with partners • support from statutory or voluntary partners

Targeted Approach eg. awareness training

University/ Universal Approach

Tier 1: All Members of the Community; Internal policies (eg. external speakers, equality policies, reporting mechanisms)

Universal Approach: all students and staff

Tier 2: Aimed at specific types of risk; • use opportunities to challenge extremist narratives • allow safe space for debate and improve staff & student confidence to discuss controversial issues • understand local issues and tensions with help from police & the Local Authority • develop community contacts & link with community role models Tier 1: Work HEIs will already be doing that will also help build resilience to extremism; • promote community cohesion, equalities & well being • implement effective anti-bullying policies • promote students wider skills development • encourage active citizenship & the learner voice • link with families & community groups

University engagement with police on Prevent can help in raising awareness and understanding amongst staff and students of the Prevent agenda, the specific local context and any particular risks or issues. Prevent should not be police-led; HEIs are encouraged to embed Prevent themselves, particularly at Tier 1. Fostering strong professional relationships between police and HEIs can assist with Tiers 2 and 3, in helping universities review how their efforts contribute to Prevent and assisting in developing new activities. However HEIs do not operate in loco parentis – students are all adults and should be treated as such. Local Issues: Police have to deal with all forms of terrorism. Whilst the greatest assessed threat comes from Al-Qaida influenced groups at present, officers should be mindful of other forms of extremism such as Far Right groups or those willing to use violence to achieve animal rights or environmental goals. Where extremist activity linked to a specific group is a significant local issue, discussions between police and university stakeholders should occur. Consideration should be given to consulting with community representatives to ensure understanding of the reasons for the HEI taking action with the police.

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Channel Channel provides a mechanism for supporting those who are vulnerable to radicalisation by assessing the nature and the extent of the potential vulnerability or risk and where necessary providing an appropriate support package tailored to an individual’s needs. Local multi-agency panels decide on the most appropriate action to support individuals, by taking all of their circumstances into account. Supporting those at risk of being drawn into terrorism is about diverting people away from potential harm at an early stage, which prevents them from being drawn into criminal activity. Partnership involvement ensures that those who are considered vulnerable have access to a wide range of support, from diversionary activities through to provision of specific services such as education, housing and employment. Channel is not about reporting or informing on individuals in order to prosecute them. It is about communities working together to support vulnerable people at an early stage, preventing them from being drawn into terrorism. Channel: is a multi-agency referral process which provides support to those individuals who may be vulnerable to radicalisation, and diverts them away from potential harm. Plans are in place to ensure that all areas of England and Wales have access to Channel. All partners should know and understand the processes involved.

Operation Hindsight: For professionals who support vulnerable individuals

Based on genuine case studies, Operation Hindsight is an interactive exercise where professionals with responsibility for vulnerability such as healthcare professionals, youth workers, teachers, counsellors, and student services staff, view a series of DVD scenarios and discuss whether they could or should act differently. A fictional character – Michael Keene, who has absorbed the characteristics of several British terrorists, is the focus of the exercise which lasts about 2 hours. Hindsight is a wonderful skill to have, but the key to learning from mistakes is to ensure that they are not repeated. Operation Hindsight helps to develop local networks whilst encouraging appropriate information sharing with the intention that vulnerable individuals are treated with care and support, and are prevented from becoming terrorists. Ideal audiences include staff from Student Services Departments, Local Authority staff who deal with vulnerability or students on vocational courses such as healthcare, youth work, social work and teaching etc. Feedback from practitioners and academics for this exercise has been excellent. For more information contact: [email protected]

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SECTION 7: Additional Support for police working with HEIs PNCT – Police National Counter Terrorism website (Police only from a pnn web address) NPIA resources The NPIA website hosts a library of online resources for police officers, including the Local Policing and Confidence Guide, produced to ensure forces remain focused on the key principles of visibility, engagement and problem solving. PAHELO Police Association of Higher Education Liaison Officers AUCSO Association of University Chief Security Officers AMOSSHE The Student Services Organisation Association of Managers Of Student Services in HE AMSU Association of Managers of Student Unions NUS National Union of Students NETCU National Extremism Tactical Coordination Unit NCDE National Coordinator Domestic Extremism Campus Salaam – toolkit for students Hate Crime reporting: True Vision

www.pnct.pnn.police.uk/index.htm

http://cfnp.npia.police.uk/home.aspx

www.pahelo.org.uk/ www.aucso.org.uk www.amosshe.org.uk www.amsu.org.uk www.nus.org.uk www.netcu.org.uk www.acpo.police.uk/NationalPolicing/NCDE NationalCoordinatorDomesticExtremism/ Default.aspx www.campusalam.org www.report-it.org.uk/your_police_force

PAHELO www.pahelo.org.uk The Police Association of Higher Education Liaison Officers (PAHELO) was formed in September 2001 and has approximately 50 members who represent English, Welsh and Scottish universities. The association provides a forum for its members to exchange knowledge, keep up to date with crime trends, legislation, and other issues attached to HEIs. It has specific aims to promote the importance of the role of the Police Higher Education Liaison Officer nationally and to all UK police forces; to work with national partners, to reduce student related crime, and to be the focus and consultants of improving levels of policing HEIs in the UK. Benefits of being part of a national network of officers in similar roles are significant. Prevent is only one aspect of the role of the designated officer, but the sharing of experiences around campus engagement can greatly enhance the skills, knowledge and experience of members.

‘Working in partnership with HEIs and their student bodies to reduce crime and increase trust and reassurance in order to promote safer HE neighbourhoods for all those who work, live and study or visit there.’ Objective of PAHELO

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SECTION 8: Prevent practice in Universities This section provides examples of recent activity in HEIs which supports the Prevent Strategy. The list provides suggestions and options for engagement activity as well as ways in which police can support existing structures and activity. Example

Further detail

A conference or series of seminars for staff and students to raise awareness of Prevent, vulnerability and risk.

i. A workshop for staff exploring Prevent practice in terms of three forms of terrorism; Al-Qaida, Far Right and Animal Rights. Includes advice on how to handle concerns. ii. Academic staff provide lectures on topical subjects concerning terrorism and other forms of extremism. iii. A series of seminars providing information for students to help them understand Prevent, through which they can develop ideas and skills to support the prevention of terrorism. iv. A student conference to help improve leadership and governance in student faith societies, increased awareness of shared concerns and methods and resources for inter-faith engagement. v. A conference on faith communities for Local Authorities and Police. vi. A programme for effective campaigning; training students how to use political and democratic structures to effect change. vii. A series of seminars with an invited audience of religious scholars and academics to explore and action plan on the measures required to build bridges between the faiths and to challenge misconceptions where they exist.

Staff awareness training (Identifying the right staff to train is critical)

i. Prevent training sessions for: • University senior management team • Security/reception staff • Student mentors • Students services staff • Students’ Union officers & volunteers ii. Make staff ‘faith literate’ and better informed in how to support/refer vulnerable individuals. iii. Develop an online resource relevant to Prevent accessible to all staff within the University. Operation Bachelor and/or Two separate discussion templates which provide a basis for police/student Operation Graduate engagement. Student safety, security, vulnerability and risk are discussed along with vulnerability to radicalisation. Objectives include greater understanding of Prevent and also the creation of a student IAG.

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WRAP

RecoRa training University security staff involved with Prevent engagement. Project Griffin

Project Argus

ACT NOW (HE version)

Operation Hindsight

The use of theatre

Delivering Workshops to Raise Awareness of Prevent (WRAP) training to front line staff. WRAP is produced by the Home Office and includes a DVD resource. Training in recognising radicalisation: aimed at senior managers to raise awareness and how to act and address situations. Briefings for security officers on terrorism and the potential triggers.

An exercise to advise and familiarise managers, security officers and employees of large public and private sector organisations (including HEIs) on security, counter-terrorism and crime prevention issues. www.projectgriffin.gov.uk An exercise aimed at managers in businesses located within crowded places in urban settings. Whether in retail or office based environments, Project Argus can offer benefits in terms of raising awareness about the threat from terrorism and provides practical advice on preventing, handling and recovering from an attack. www.nactso.gov.uk/argus.php Table top exercise in which participants role play counter terrorist police in the lead up to and investigation of a terrorist attack. The protagonists have links to the local university as well as the wider community. The exercise allows participants a greater appreciation of decision making during such an incident, whilst police gain a greater understanding of community concerns. A table top exercise for managers, to gain an insight into the issues which suggest a person is vulnerable to being radicalised towards violent extremism, and how to ensure that such a person is supported and helped away from a destructive outcome. Theatre is a particularly powerful method of delivering a message or creating a debate. ‘On the Edge’ http://ontheedge.wscyt.co.uk/ ‘One Extreme to the Other’ www.extremenews.org.uk

Creation of public debate

Examples include i. Debate amongst students about terrorism, the causes and associated vulnerabilities. ii. Invite guest speakers to lead a debate. iii. Create a debate with Christian, Jewish and Muslim students. iv. Discussion group with female Muslim students.

Representation of staff and students at Police neighbourhood meetings

Most police neighbourhoods host Ward Meetings where residents are invited to express their concerns. Staff and students from universities should be encouraged to participate and to assist in providing solutions to problems through partnership with police and the community. Many universities celebrate One World Week through their Students Union. This brings together people of many religions and cultures to grow together in mutual understanding of the shared values embodied in humanity. Police may become involved in partnership.

One World Week (NUS)

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Participation in cultural awareness or celebration events (Eid, Diwali, Chinese New Year) Islamic awareness events

Freshers term events – opportunities for engagement with students. Many HEIs have adopted the title ‘Welcome Week’ instead of the former ‘Freshers Week’ which was associated more with alcohol consumption.

Many Universities celebrate the cultural and religious festivals through their Students Unions, societies or chaplaincies. Events such as Eid, Diwali and the Chinese New Year are enjoyable, create better understanding and are excellent opportunities for police engagement. Universities with the help of their Student Unions and the Islamic Societies hold Islamic Awareness Weeks. Activities within the week may include, seminars, exhibitions, community engagement, charity work and opportunities to discuss issues such as homophobia, Islamophobia and terrorism. These are engagement opportunities for police. Freshers term is a big focus for many HEIs as vulnerability comes to the fore through missing home, (especially foreign students) plus the problems associated with alcohol misuse. Also the segregation that can occur with those students who do not drink alcohol (particularly faith based) can lead to greater vulnerability. Many HEIs therefore aim events at vulnerable students during this term. For example, i. Initial awareness and induction to diversity in the University at a point in the student life cycle when there is particular openness to new ideas. ii. Provision of a small exhibition which new students pass iii. Provision of intercultural awareness and integration as part of the students’ induction programme iv. Where student talks by the Fire Service or tours of the student union occur, police join in order to become a familiar face to students.

The creation of a resource pack to help staff and students understand risk and vulnerability

i. The production of a resource pack to help staff and students understand risk and vulnerability and increase awareness, including a specialist website ii. Guidance for students on safety and security that includes contact information for students who wish to raise concerns. iii. Pre-arrival packs, including DVDs or powerpoint presentations sent to students and their parents/guardians prior to their arrival at university.

Inclusion of Prevent messages in student handbook Create a Memorandum Of Understanding (MOU) or information sharing protocol

Included is information about vulnerability to radicalisation and on how to refer concerns.

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A MOU created between a university and the police which provides an agreement for the sharing of information between partners and the minimum expectations that each partner should have of the other.

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Use SHARP on HEI webpage www.thesharpsystem.com

Use of social media

Creation of a Prevent steering group University representative on Local Authority steering group for Community Cohesion and Prevent. Regional HEI working group

Strong links between universities and colleges.

‘Welfare panels’ between key staff – security, student services, Student Union, police Meetings with HEI housing officers & wardens

Community partnership

SHARP:Student Help Advice & Reporting Page is a webpage which sits alongside the HEI webpage and has the ability to educate on student issues such as crime, drugs and vulnerability (in all its forms). SHARP can be used to communicate messages to students and staff and also to gather information by named or anonymous messaging. Police use of internet and intranet can provide information and guidance about risks and vulnerability on campus, with links and contact details of those who can offer support. University staff should be key partners in a Prevent Steering Group. Examples include Nottingham (FE and HE institutions) and Imperial College London. Similar to above but with more partners around the table.

The eleven HEIs within the Yorkshire and Humber region have formed the Yorkshire and Humberside Universities Prevent Network group which provides a forum to share responsibilities and to plan for joint working around risk and vulnerability. The group also works with FE colleges. In some towns and cities, partnerships between education institutions are helping to reduce risk whilst developing awareness of vulnerability. In High Wycombe, many students are drawn from two FE colleges, so a partnership between all three within the Wycombe One Partnership is extremely useful. In Manchester, a partnership between the University of Manchester, Manchester Metropolitan University and Salford University has led to shared work on the reduction of risk and vulnerability. Suggest weekly ‘Students at Risk’ (SAR) meetings to assess vulnerable students, which are attended by the Director of Student services and the Head of Security. This group assesses students who have self referred or have been referred by a member of staff. Interventions are documented and part of that consideration is the ongoing referral to professional agencies. Meetings and awareness raising with those who have responsibility for managing Halls is important, particularly where Halls are some distance from campus. Meetings should also be considered with private landlords to ensure that all stakeholders are aware of risks and vulnerabilities. Target the local non-university community particularly places identified as hot-spots of community tension, or hate crime for community partnership work. The work includes discussion and support with those living in vulnerable communities which centres on all forms of criminal extremism, including far right wing and animal rights.

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Regular meetings with key i. Most universities engage with their local police at a number of levels, HEI staff and students strategic and practical. Such as: • Periodic meetings between senior staff to discuss issues of concern • Police Forum meetings involving University representatives, students’ union, Halls Management, Security and SNT. • Periodic meetings with Special Branch to brief on security or counter-terrorism issues. • Weekly contact with local SNT regarding student safety as and when circumstances require

Strong and consistent liaison with Student Services HEI Hate crime reporting centre. Links with LA and police. Engage with university Chaplain Attend prayer and meeting rooms

Suggest a robust student attendance monitoring system. Develop ‘Campus Watch’ & a supporting website

Contact with a Prevent/Community Engagement Officer ii. The university liaison officer meets with the Head of Security to discuss crime trends and other matters. This enables an exchange of information about community and crime issues. Student services liaise regularly with the same officer whose role is to train staff and to raise awareness of vulnerability. The HEI records details of hate crimes separately from the police. A police officer attached to the HEI ensures that information is shared between HEI, LA and police, ensuring the highest quality information is collected. Many HEIs have chaplains or a multi-faith chaplain. Building up good relationships with a chaplain can provide them confidence to seek advice from police. Although not obliged to, many universities offer prayer rooms. Some have created multi-faith facilities which allows integration via a shared religious space and encourages community cohesion. Sensitive police engagement around these spaces can improve trust and confidence. Students who are flagged as non-attendees are contacted and supported by the HEI. The system forms the basis of the student support system as well as ensuring international students fulfill the attendance conditions of their educational visa, with any anomalies addressed at an early stage Based on the concept of Neighbourhood Watch, CampusWatch is an innovative partnership between the police and a University, creating a safer environment. Through this partnership campus life is safer and strong connections are built between local communities, their police teams and the university. At many HEIs, the Campus Watch is supported via a webpage which provides information and advice.

Become a member of PAHELO PAHELO is the Police Association of Higher Education Liaison Officers whose members work closely with HEIs. Shared practice between officers is provided along with a national network of support.

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