Fake News, Real Consequences: How Schools Can Combat Misinformation and Deepfakes After the 2024 Riots
Words: Nic Ponsford, Founder and CEO of the GEC
GEC Circle expert contributor and advisor: Dr Holly Powell-Jones of Online Media Law.
The summer riots of 2024 in England exposed a dark side of social media and modern technology. Amidst widespread unrest, disinformation, and deep fake videos, the riots were fueled by false narratives that escalated tensions across communities. For educators and school leaders, understanding the role of fake news and deep fakes is essential for addressing the growing risks of radicalisation, particularly among vulnerable students. This article provides insights into how these technologies are being used to sow division and offers practical steps for schools to mitigate their influence.
From Riots to Radicalisation
Misinformation, previously referred to as ‘fake news’, is defined as:
"Disinformation is the deliberate creation and/or sharing of false information with the intention to deceive and mislead audiences.
The inadvertent sharing of false information is referred to as misinformation"
SOURCE Also, the BBC has a similar simple guide to those same terms.
During the unrest, several false stories circulated online, including fabricated reports of police violence and racially charged incidents. For example, an exaggerated story of police brutality against a minority group spread quickly on platforms like Twitter and TikTok. This false narrative inflamed tensions in already struggling communities, leading to protests and violence.
A significant part of the problem is the rapid spread of misinformation on social media platforms.
Algorithms prioritise sensational and emotional content, often pushing false or misleading posts ahead of legitimate news. Young people, particularly those who spend a large amount of time on social media, are vulnerable to these narratives.
Some examples include:
2021 - UNICEF report "Digital misinformation /disinformation and children"
Even the Reuters Institute's annual 'Digital News Report' in 2023 has this finding "younger users are less likely to go directly to a news site or app and more likely to use social media or other intermediaries"
Unmasking the Truth: Schools vs. Fake News and Deepfakes in a Post-Riot World
Beyond traditional fake news, the 2024 riots highlighted the dangerous rise of deepfake technology. Deep Fakes are videos or audio recordings manipulated by artificial intelligence (AI) to show or make individuals appear to say or do things they never did. These AI-generated videos are increasingly difficult to detect and pose a severe threat to public trust.
A particularly alarming example of deepfake usage during the riots was a video that appeared to show a local politician making inflammatory remarks about immigrants. This video, which falsely implicated asylum seekers in the recent violence, was shared widely on platforms like TikTok and Telegram. Despite being debunked after fact-checking, the video continued to spread, provoking anger and contributing to mob violence in several UK cities. By the time the truth emerged, the damage had already been done, showing how deepfakes can escalate tensions rapidly.
One compelling resource that schools can use to demonstrate the threat of deep fakes is the BBC’s coverage on deep fake risks in politics, which explains how these manipulated videos influence political narratives and public perceptions. Example here .
Protecting Students from Online Radicalisation After the 2024 Riots
With such powerful tools of manipulation at play, media studies/ literacy education is more critical than ever. Schools must equip students with the tools to critically evaluate the information they consume. Students and staff alike should understand the principles of disinformation, including the motives behind fake news and the technology used to spread it.
One of the key strategies schools can adopt is to embed media literacy into the curriculum. Media literacy involves teaching students how to verify the credibility of online sources, identify manipulated content like deep fakes, and develop critical thinking skills. A video that could be useful for this purpose is especially with neurodivergent and EAL students ‘Fake News: Fact & Fiction - Episode 8: Fact or Fiction’, which breaks down misinformation and how to spot it’
Moreover, schools can help students understand the **social and political consequences** of fake news, particularly when it exacerbates racial or ethnic tensions. During the 2024 riots, fake news stories often targeted minority groups, which worsened community divisions. One example was a story falsely accusing a migrant family of violence in Southport, which led to anti-immigrant protests and clashes in various cities.
GEC Circle expert, Dr Holly Powell-Jones, founder of Online Media Law uses the following case study of Jamal Hijazi with her school workshops. Jamal Hijazi is the Syrian schoolboy who had a viral video of him being attacked shared online.
Tommy Robinson made a Facebook video claiming that Jamal was not really a victim, but an offender. He falsely claimed he was violent towards other pupils - particularly girls. This reinforced the EDL narrative of foreigners (esp. asylum seekers from Middle East) being a "threat" to "English girls" - a lie that Tommy Robinson frequently peddles.
It has a happy ending, though! Jamal, despite being only a teenager, took Robinson to court for defamation and won! The court ordered he was due £100,000 in damages for the video.
Discussing these real-world consequences can make students more aware of the harm that misinformation can cause, particularly to marginalised groups.
Challenges for School Staff and Educators
Addressing the influence of fake news and deepfakes is especially challenging for many schools because of the demographic gap between students and staff. In many schools, the staff body consists largely of White Race, Ethnicity, and Religion Privileged Educators, while students may come from diverse ethnic and religious backgrounds. This disparity can make it harder for staff to fully understand the cultural or socio-political influences that shape their students' lives, leaving some young people feeling alienated or misunderstood.
Dr Holly Powell-Jones also suggests a case study focusing on Marieha Hussain. She was arrested and charged with "racially aggravated public order offence" for her placard at a Pro-Palestine rally - which featured Rishi Sunak and Suella Braverman depicted as coconuts.
She was eventually cleared, when the prosecution could not find a single expert (e.g. race scholar) to argue that it was racist.
Our only Black Studies Professor in the UK (Kehinde Andrews) made the point that the laws to prevent racist hate speech are now being used (ironically?) to silence minorities and criminalise the expression of black political thought. His brilliant video is here - he talks specifically about his own attempts at "being white/rejecting blackness" when at school.
This is a great example of why structural racial inequalities are really important to recognise as part of anything to do with 'Free Speech' / freedom of expression - including online. (It's also a great explainer of why more diverse teaching staff - alone - doesn't solve the issue, as those staff may be under pressure to conform with whiteness & essentially reproduce racism within the school). This is a great resource to use.
Students, staff and families from minority communities may feel frustrated if their concerns about racism or discrimination are not acknowledged or understood by the staff body. This frustration can push them towards online spaces where extremist narratives and fake news thrive. Schools need to ensure that their staff are trained in cultural competency and understand the intersection of race, religion, and socio-economic factors in radicalisation.
Adding the GEC Lens
When addressing fake news and deep fakes in schools, teachers need to be mindful of how neurodivergence, race and ethnicity, gender, religion, and socio-economic status intersect with how students engage with and are affected by misinformation. Each of these factors can influence how students interpret content, respond to digital threats, and become vulnerable to radicalisation. Be aware of intersecting identities too.
Here’s a breakdown of how teachers can be more sensitive:
1. Neurodivergence:
- Challenges with Information Processing: Neurodivergent students, including those with ADHD or autism, may process information differently. Fake news or deep fakes often rely on quick, emotionally charged narratives that may overwhelm students with sensory or information overload. Teachers should offer structured, clear ways of identifying credible sources and avoiding emotional manipulation.
- Literal Interpretation of Information: Some neurodivergent students may take information at face value, struggling to identify the nuances that separate real from fake content. For these students, explicit, step-by-step guidance on fact-checking and recognising manipulation in media is crucial. We suggest teaching all students this but be ready to offer personalised support or be ready to follow up to check understanding. A recent case study here (2023) is the ex-boarding school pupil who posted neo-Nazi videos avoids jail (he is privileged socio-economically, but is neurodivergent which illustrates the intersectional challenges here).
What can teachers do? Incorporate visual aids and step-by-step guidelines for recognizing fake news. Encourage questions and emphasise the importance of double-checking information from multiple sources.
2. Race and Ethnicity:
- Targeting of Marginalised Communities: Fake news and deep fakes often weaponize racial and ethnic narratives to polarise communities, as seen during the 2024 riots when misinformation targeted immigrant communities. Students from marginalised racial or ethnic backgrounds may feel particularly threatened or emotionally affected by these kinds of stories.
- Underrepresentation in Media: Minority students may also feel more alienated from mainstream media narratives, which can push them towards online spaces where fake news and extremist content thrive. This is especially true if these spaces feel more affirming or representative of their identities.
What can teachers do? Foster inclusive discussions that highlight the negative effects of racialized misinformation. Engage in conversations about media bias, representation, and the deliberate targeting of marginalised groups in disinformation campaigns.
3. Gender:
- Gender-Based Disinformation: Women and girls are often targeted by gender-based fake news, including misogynistic narratives or deepfakes that degrade or harass female figures. This can contribute to online bullying and create hostile environments, particularly for young girls. One example is Donald Trump using faked imaged to give the impression that Taylor Swift was endorsing his campaign. Disturbing political example here.
- Radicalisation Targeting Men: Certain fake news and disinformation campaigns target young men, feeding them hyper-masculine or extremist content. This was evident during the 2024 riots when far-right groups spread deepfakes to recruit young men by tapping into feelings of disenfranchisement or fear.
What can teachers do? Create safe spaces to discuss how gender plays a role in media manipulation. Teachers should raise awareness about how deepfakes can specifically be used to target both boys and girls, and foster gender-inclusive digital literacy education.
Also see how campaigns are illustrating and improving the law. See this article as one case study that focuses on girls. And here is a great article from the Conversation (June 2024) that supports parents of boys.
4. Religion:
- Religious Bias in Fake News: Religious groups, especially minority religions like Islam or Judaism, are often targets of misinformation campaigns designed to spread hate or fear. For example, during the 2024 riots, false stories targeting Muslim communities were widely circulated. These stories can amplify Islamophobia, anti-Semitism, or other forms of religious bigotry.
- Radicalisation via Religious Narratives: Fake news often exploits religious identities to stoke fear and division, which can make religious minority students feel isolated or threatened.
What can teachers do? Offer supportive environments for religious discussions in media literacy lessons. Address specific examples of how religion is misused in fake news to radicalise or alienate groups, and provide tools for students to fact-check religiously biassed stories. We would also suggest positive news stories about migrants and refugees as there is a huge absence. Our Circle experts at Migrant Leaders are just one example you can showcase.
Here are a few more article, signposted by Dr Holly Powell-Jones a few more articles - this time highlighting how both Antisemitism and Islamophobia have been exacerbated by disinformation relating to Palestine & Israel:
It is clear that the conflict in Gaza has exacerbated disinformation, as well as both Antisemitism and Islamophobia in the UK and this needs to be addressed by schools.
We would like to signpost the following advice for schools on the conflict:
and this from the government.
5. Socio-Economic Status:
- Access to Media Literacy Tools: Students from lower socio-economic backgrounds may have limited access to reliable news sources or fact-checking tools. Additionally, they might rely more on social media platforms, where misinformation spreads rapidly.
- Appeal of Extremist Narratives: Socio-economic factors can also make students more vulnerable to fake news that feeds on frustration and economic disenfranchisement. Far-right narratives, for example, often target lower-income youth by offering simplistic explanations for complex issues like unemployment or inequality.
What can teachers do?
Ensure that all students have access to media literacy resources, regardless of their socio-economic background. Schools should provide workshops, accessible fact-checking tools, and devices for students who may not have reliable internet access at home. Discussions around how socio-economic conditions can be manipulated in fake news should be part of the curriculum.
Incorporating sensitivity to neurodivergence, race, gender, religion, and socio-economic status is essential for schools combating fake news and deep fakes. These factors shape how students perceive media and engage with online content, and they can make certain groups more vulnerable to manipulation or radicalisation. By fostering a diverse and inclusive media literacy program, teachers can empower all students to critically evaluate the information they consume and protect themselves from the harmful effects of disinformation.
Practical Steps for Schools
1. Implement Media Literacy Programs: Schools should embed media literacy in the curriculum and use engaging resources such as videos and workshops to teach students about the dangers of fake news and deep fakes. This can be in tutor times, as part of English lessons alongside computing and critical thinking opportunities. A few useful simple videos are:
What is Fake News? Tips for Spotting It"**, which offers practical advice for recognizing misinformation. Watch here - What is fake news? Tips For Spotting Them - Fake News for Kids
BBC Bitesize - timeline to the riots
The ‘Tom Cruise’ one - how deep fake works - ‘Deep Fakes’ Are Becoming More Realistic Thanks To New Technology
Discuss examples of Social Media Disinformation: During the riots, fake news spread rapidly across platforms like Telegram and X (formerly Twitter). A notable example was the misrepresentation of the Southport stabbing suspect as a foreign national, which sparked anti-immigrant violence. This highlights the dangers of disinformation and its amplification via social media. This incident is explored in more detail here: https://news.sky.com/video/uk-riots-how-does-what-is-said-online-translate-to-violence-in-the-streets-13191568
Deep fake Awareness for Schools: The College of Policing in the UK also developed a training course to help schools and staff recognize deep fake content, especially in the context of law enforcement and public safety. You can access further resources and examples on their site: New training available on deepfake content | College of Policing
Encourage students to have a go at creating their own fake news and deep fakes - and using this to teach peers. We have seen examples of this happening with horrific outcomes, but giving students the opportunity to do this with guidance, legal expertise and critical thinking means that you can support positive outcomes. If you have Digital Champions or gifted students in this area, they might be able to teach you a thing or two as well as their peers!
Understand the context. November 2023: The UK Safer Internet Centre (UKSIC) said it had received "a small number of reports" from schools where children were creating AI generated child abuse images - https://www.bbc.co.uk/news/technology-67521226 Also this small area of Spain has an explosion of AI deepfakes nudes being created among pupils last year, too: https://www.bbc.co.uk/news/world-europe-66877718. Read this IWF Report: https://www.iwf.org.uk/about-us/why-we-exist/our-research/how-ai-is-being-abused-to-create-child-sexual-abuse-imagery/
2. Staff CPD and Cultural Competency: Teachers need ongoing professional development to better understand the influence of social media on students and recognise the signs of radicalisation. Training sessions can also include information on cultural awareness, ensuring that staff are equipped to engage sensitively with students from diverse backgrounds. But before you start planning your CPD, you need to audit the attitudes and views of your people first. You need a cultural health check…
The good news is that we have the experts and expertise to help you. In fact we have the world’s largest collective of experts in education, we call them the GEC Circle. Included in this are our friends at the BAME Ed Network and the brilliant Online Media Law who can assist you with this.
In the first instance, we would suggest you run staff and student surveys to better understand your intersectional identities across your community and capture their ‘voice’. This is exactly what the GEC Platform offers you!
For more information please see our impact and how the platform works to help you with a cultural health check and CPD.
3. Collaborate with the Community: Schools should work with parents, local religious leaders, and social workers to provide a united front against radicalisation. Workshops and newsletters that educate parents on the risks of fake news and social media can also strengthen the school’s efforts.
4. Check your privileges: And for this, we would like to share one of our GEC Platform resources, the…
GEC Privilege Checklist
Attitudes and values impact decision making and experiences of your people. Use this GEC guide to better understand not only the privilege of your students and families, but also your staff.
For example decision makers and leadership in particular need to consider their privilege in the first instance.
White Race, Ethnicity, and Religion Privilege
People can say my name.
I am never ridiculed or perceived as a threat because of my name.
People generally respect and feel safe around me when I start a new job, move house etc.
My race or ethnicity do not make people feel uncomfortable.
I do not worry about losing my house due to my race or ethnicity.
I do not worry about losing my job due to my race or ethnicity.
I do not spend much time thinking about my race, ethnicity and culture at all.
People attribute my successes due to my personal merit.
I can speak and people do not assume that I am “lazy” or unintelligent due to my accent or dialect.
People of my race are represented in the media, widely.
People of my race are represented in the media, positively as well as negatively.
When I am told about our national heritage or about ‘civilization’, I am shown how people of my heritage are part of this and made it what it is.
There have been no attempts to socially or scientifically eliminate people of my RER.
I can expect to see many students and teachers of my race in my educational setting.
I can take days of leave from work on days that are important to me.
The police are there to protect me.
I do not worry that I will be prosecuted unless I commit a serious crime.
People do not hold me as responsible for the actions of other people of my RER.
Socio-economic Status (SES) Privilege
I can speak and people do not assume that I am “lazy” or unintelligent due to my accent or dialect.
I can speak / swear without people attributing it to the “low morals” of my SES.
I can commit a crime without people attributing it to the “low morals” of my SES.
I have access to transportation so I can travel to where I need to be.
New services and products are designed with my SES in mind.
New products are marketed with my income bracket in mind.
I can buy new clothes to keep up with fashion trends.
I both know of and can access community resources, for myself and my family.
People of my SES are represented in the media, positively as well as negatively.
All grown ups in my home had a job when I was 14 years old.
Financial determinants have not stopped me from attending further or higher education.
If I need to move house, I have another home to go to straight away.
When I need food I can go to a shop and buy healthy food.
I have a safe and quiet place to study.
I have a bedroom with a bed every night.
My home is at a comfortable temperature all year around.
My health is not impacted by where I live and the home environment.
I can plan on promotion at my place of employment.
My decision to go or not to go to college wasn’t based entirely on financial determinants.
Linguistic Privilege
I am not worried about assumptions about my intelligence based on my language and linguistic ability.
When I go to new places, I will be able to understand and communicate with the people around me.
I am not infantilised by people I do not know.
People like me are represented in the media, positively as well as negatively.
I have access to role models and accurate media images of people with whom I can identify.
People do not pity me.
People are happy to repeat things for me if I ask.
If I need additional services for every day tasks, I will receive them.
I do not have to worry about making people uncomfortable because of the way that I speak.
My use of language does not impact my choice of housing or employment.
Speaking multiple languages is viewed as a talent, not a disadvantage.
I do not worry about negative performance reviews due to my language use.
People do not fetishise or mock my accent, dialect, and/or language.
People do not ask to learn curse words in my language.
Speaking my native language because it is part of my family’s heritage and this is respected.
People do not constantly correct me when I make a minor error in my second language, or with my grammar.
I can read/ watch/ access the media in my language.
If you need further help in using this resource, or would like a cultural health check, please contact the GEC for immediate support.