The latest update to Keeping Children Safe in Education (KCSIE) makes a notable addition: it now highlights the risks of misinformation, disinformation and conspiracy theories. At first glance, these might sound like concerns for social media companies or politicians rather than teachers. Yet they are having a growing impact on how children think, behave and interact, and schools are increasingly finding themselves on the frontline.
Misinformation, disinformation and conspiracy theories are related but distinct. Misinformation refers to false information shared without harmful intent, such as a child repeating something they’ve seen on TikTok and believing it to be true. Disinformation, by contrast, is deliberately deceptive content created to mislead or manipulate, and it is often used by extremist groups to recruit or groom vulnerable young people. Conspiracy theories go further still, suggesting that powerful groups are secretly controlling events. In schools this might sound like a pupil insisting that teachers are “hiding the truth” or that world events are “staged.”
The danger for young people is that they are navigating online spaces where truth and falsehood are presented side by side, and where algorithms feed them more of what they already believe. This constant reinforcement makes children and young people especially vulnerable. Exposure to false narratives can impact their wellbeing, creating anxiety and mistrust. It can erode confidence in teachers, parents and other authority figures, making it harder for children to rely on the adults who are trying to keep them safe. It can fuel prejudice and conflict between peers when inaccurate stereotypes or discriminatory myths spread unchecked. Perhaps most concerning, it can provide a pathway into radicalisation, as harmful groups exploit conspiracy theories to draw children into their worldview.
In schools, this may present in subtle but noticeable ways. We have already had reports raised during supervision sessions of pupils quoting sensational claims as if they are fact, often picked up from social media without question. Staff may also notice debates in the classroom escalating more quickly than expected when political or global issues come up. Some children may begin to question curriculum content or show distrust toward teachers. Others might withdraw socially after becoming engrossed in online communities. Even particular phrases or language drawn from internet subcultures can signal that a child has been influenced by these narratives. No single behaviour is definitive on its own, but patterns of this kind should alert staff to possible vulnerability.
So what can schools do? The principles are reassuringly familiar. Awareness is the first step: staff need to understand what misinformation and disinformation are, how they spread, and how conspiracy theories can escalate into something more harmful. Children also need to be equipped with resilience, and one of the strongest protective factors we can offer is critical thinking. Encouraging them to ask where information has come from, who produced it and whether it can be trusted is a powerful safeguard. In recent training, staff emphasised how important it is for parents to make these challenges at home too, and schools might find it worthwhile to send supporting information to families to help them continue these conversations beyond the classroom. Just as important is creating safe spaces where pupils feel able to share and question what they’ve seen online. If myths or conspiracy theories are raised in a classroom or pastoral conversation, it should be an opportunity to explore and challenge ideas rather than shut down discussion. As with any safeguarding concern, schools should also record patterns of behaviour that suggest a child is becoming vulnerable to harmful ideologies. Systems like CPOMS or MyConcern provide a clear way to track and share concerns with the right people.
The inclusion of misinformation, disinformation and conspiracy theories in KCSIE is more than a minor tweak to statutory guidance. It reflects the reality of children’s lives today and the challenges they face in navigating an online world where fact and fiction often blur. For safeguarding professionals, it is a reminder that while the risks may evolve, the principles remain the same: notice when something feels wrong, provide safe and trusted opportunities to talk, and act early if concerns escalate. Most importantly, it is about equipping children not to dismiss curiosity, but to approach information with confidence and critical thinking, so they can separate truth from falsehood and place their trust in the adults who are there to keep them safe.