All opinions expressed here are my own and not necessarily those of the organisations I work for or with.

Fundamental British Values (FBVs) are a cornerstone of education and civic engagement in the UK. Established by the Department for Education (DfE), these values comprise democracy, the rule of law, individual liberty, and mutual respect and tolerance for those with different faiths and beliefs (DfE, 2014).

While some critics argue that FBVs serve a dual role in schools—first, as a tool to identify signs of ‘radicalisation’ and ‘extremism’ among young, predominantly Muslim pupils, and second, as an assimilationist policy that promotes the superiority of ‘British values’ over implicitly ‘other’ values (Yildiz, 2021)—this blog will take their core principles at face value.

Moreover, while these values shape British society, I believe they also serve as a benchmark against which global political figures and administrations can be assessed.

As Donald Trump returns to the political stage in 2025, his latest policies continue to stir controversy and challenge democratic norms. This blog, therefore, explores how Trump’s current policies align—or misalign—with FBVs and the ongoing difficulties teachers in the UK face in maintaining impartiality when discussing these issues in the classroom.

I wrote this because my pupils are more likely to reference the U.S. president in lessons than our own political leaders, let alone other world leaders.

Furthermore, whilst it could be argued that we should avoid discussions on political matters outside the curriculum, Trump’s second presidency is highly engaging for pupils and overlaps with topics in citizenship, religious education, history, sociology, English, PSHE, and politics. Therefore, I believe that Trump’s more controversial policies have a direct impact on class discussions and debates, making them worth exploring.

Of course, all of the points below can be dismissed on the grounds that the U.S. is a foreign country, raising the question of why FBVs should be applied, compared, or contrasted with American politics at all. However, sections 406 and 407 of the 1996 Education Act (UK Government, 1996) do not specify the political jurisdictions in which impartiality applies, so I believe this is a relevant discussion.

I am also aware that our own political discourse is far from perfect, but I have written an article on this issue to be published later in the year (see Jones, 2025, in press).

Democracy and the Rule of Law

Democracy and the rule of law are fundamental principles underpinning modern governance. In the UK, these values are reflected in free elections, judicial independence, and a commitment to democratic norms. However, Trump’s recent actions and policies raise significant concerns.

Following his controversial claims of election fraud in 2020, Trump has continued to cast doubt on the U.S. electoral process (Sherman, 2024). His 2025 push for stricter voting regulations, including new ID laws and limitations on mail-in ballots, has been criticised as a form of voter suppression that disproportionately affects marginalised communities (ACLU, n.d.-a). Although they don’t apply to the UK, these policies undermine the accessibility of democracy, conflicting with the FBVs of fair electoral participation and equal representation that teachers in England are meant to champion.

Furthermore, Trump’s ongoing legal battles and attacks on judicial independence further erode the rule of law. His public denouncements of judges and prosecutors handling his cases, coupled with calls to weaken judicial oversight of executive power, signal a disregard for the independence of legal institutions (Eisler, Parker, & Tanfani, 2024; LDF, 2025). Such actions are inconsistent with FBVs emphasis on respect for legal frameworks and judicial impartiality.

Lastly, Trump has pardoned the January 6th Capitol rioters, many of whom were found guilty of serious offenses (Chavez et al., 2025), while he himself is a convicted felon (Politico, 2025). This, it could easily be argued, contradicts the principle of upholding the rule of law.

Individual Liberty

Individual liberty, another key British value, refers to the protection of citizens’ freedoms within the law. While Trump’s latest policies, particularly regarding immigration and social freedoms, do not directly impact UK citizens, they have raised serious concerns (Smith, 2025).

One of his most controversial moves in 2025 has been an executive order that lays the groundwork for reinstating a ban on travellers from predominantly Muslim or Arab countries. This policy, allegedly reminiscent of his earlier ‘Muslim Ban,’ has been condemned as discriminatory and a violation of religious freedom by various organisations (Shalal, 2025). In contrast, FBVs emphasise inclusivity and religious tolerance, making such policies fundamentally misaligned.

Trump has also intensified crackdowns on asylum seekers and undocumented immigrants, leading to mass deportations and the reinstatement of family separations at the U.S.-Mexico border (HRW, 2025). However, FBVs seemingly promote humanitarian principles and protections for asylum seekers, which stand in stark contrast to these aggressive immigration policies (although these criticisms can be pointed at our own government and the EU, see – for instance – Nshimbi and Moyo, 2024).

Additionally, Trump’s administration has taken steps to restrict LGBTQ+ rights, including rolling back anti-discrimination protections in healthcare and education (ACLU, n.d.-b; Smith, 2025). In the UK, legal protections for LGBTQ+ individuals are enshrined in the Equality Act 2010, reinforcing values of individual liberty and non-discrimination. These contrasting approaches highlight the growing divergence between Trump’s policies and FBVs.

Not to add that Trump’s proposal that two million Palestinians should be removed from Gaza, and that the US should “own” that land, is a dangerous plan that violates Palestinians’ rights to self-determination (MAP, n.d.).

Mutual Respect and Tolerance

FBVs emphasise mutual respect and tolerance, particularly regarding race, religion, and cultural diversity. However, Trump’s rhetoric and policies often undermine these principles.

His recent inflammatory remarks about minority communities and immigrants continue to fuel division in the U.S. In speeches and social media posts, Trump has reignited claims linking migrants to rising crime rates and has promoted nationalist sentiments that echo past rhetoric associated with far-right movements (Malik, 2025). Such statements contradict the FBVs commitment to fostering a diverse and inclusive society.

Furthermore, Trump’s administration has taken an aggressive stance against educational programmes that promote racial and cultural understanding, including cutting funding for diversity and inclusion initiatives in schools and workplaces (USDfE, 2025). In contrast, the UK education system actively encourages discussions on diversity and tolerance as part of its national curriculum (DfE, 2025). The suppression of these discussions in the U.S. under Trump represents yet another misalignment with FBVs.

The challenge of impartiality in education

Teachers in England face increasing challenges when discussing Trump’s policies while adhering to impartiality guidelines. The Education Act 1996 mandates that schools avoid promoting partisan political views and present balanced perspectives (UK Government, 1996; Jones, 2022). However, teachers must also challenge misinformation and uphold public trust (DfE, 2011). While neutrality in political discussions is typically emphasised, the nature of Trump’s policies makes complete impartiality problematic.

Philosopher Marilyn Friedman (1998) argues that true impartiality is unattainable, as no objective criteria exist to confirm it. Instead, she advocates for recognising and addressing biases, particularly when political rhetoric undermines democratic values. Given that FBVs require the promotion of democracy, the rule of law, and mutual respect, teachers have a responsibility to critically assess policies that contradict these principles rather than striving for an unrealistic neutrality. Furthermore, failing to challenge misinformation, anti-democratic rhetoric, or discriminatory policies could be seen as a failure to uphold both FBVs and Part 2 of the Teachers’ Standards, which emphasise maintaining high professional and ethical standards (DfE, 2011).

Jack Whitehead’s (1989) Living Educational Theory (LET) reinforces this, asserting that education is inherently value-laden. Teachers should reflect on their practice to ensure that values such as democracy and tolerance align with their teaching. While political viewpoints can be balanced, principles like respect and justice should not be compromised.

Moreover, with the rise of social media and partisan news sources, students are exposed to conflicting narratives, making it difficult for teachers to address misinformation without appearing biased. Discussions on election integrity, racial justice, and immigration must be grounded in factual sources, encouraging critical thinking rather than personal opinion—the latter of which often seems to drive Trump’s rhetoric and policy decisions.

One approach is to present policies from multiple perspectives, allowing students to analyse their impact using FBVs as a framework. However, when political actions directly contravene democratic principles and the rule of law, teachers must acknowledge these contradictions and provide pupils with the tools to critically engage with such issues, rather than passively accepting all viewpoints as equally valid. Whitehead’s action-reflection cycles encourage teachers to question and refine their approach, ensuring that discussions remain transparent, critical, and grounded in democratic values. Bernard Crick (1999) similarly contends that bias is natural but must not be used to suppress alternative perspectives.

This challenge applies to UK politicians as much as Trump, but—as stated earlier—I have written this because pupils frequently reference Trump. I never have them ask questions, for instance, about Narendra Modi, Recep Tayyip Erdoğan, or Viktor Orbán. The challenge, therefore, is not about avoiding political discussions but about ensuring that they remain evidence-based and aligned with fundamental democratic principles.

Conclusion

Trump’s 2025 policies continue to challenge the alignment of U.S. governance with FBVs. His approaches to democracy, individual liberty, and mutual respect often stand in opposition to principles that define modern British society.

For teachers, discussing these topics while maintaining impartiality is an ongoing challenge. However, true impartiality does not mean presenting false equivalences between democratic principles and anti-democratic rhetoric. By framing discussions within the context of FBVs and fostering critical thinking, teachers can help students navigate complex political landscapes while remaining faithful to their professional responsibilities. Encouraging respectful dialogue and evidence-based analysis will equip students with the skills needed to engage thoughtfully with global politics and uphold democratic values.

References

ACLU. (n.d.-a). Voter suppression in the United States. American Civil Liberties Union. Retrieved from https://www.aclu.org/issues/voting-rights/fighting-voter-suppression

ACLU. (n.d.-b). Trump on LGBTQ rights. American Civil Liberties Union. Retrieved from https://www.aclu.org/trump-on-lgbtq-rights

Chavez, J.-C., Goudsward, A., Lange, J., & Layne, N. (2025, January 21). Trump’s Jan 6 pardon frees hundreds of Capitol rioters from prison. Reuters. Retrieved from: https://www.reuters.com/world/us/trump-supporters-who-stormed-us-capitol-begin-leave-prison-following-sweeping-2025-01-21/

Crick, B. (1999). The presuppositions of citizenship education. Journal of Philosophy of Education, 33(3), 337–352. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.00141

DfE. (2011). Teachers’ standards. UK Department for Education. Retrieved from https://assets.publishing.service.gov.uk/media/5a750668ed915d3c7d529cad/Teachers_standard_information.pdf

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DfE. (n.d.). UK curriculum and diversity education policies. Retrieved from https://www.gov.uk/government/organisations/department-for-education/about/equality-and-diversity

Eisler, P., Parker, N., & Tanfani, J. (2024, May 14). Trump blasts his trial judges. Then his fans call for violence. Reuters. Retrieved from https://www.reuters.com/investigates/special-report/usa-election-threats-courts/

Friedman, M. (1998). Impartiality. In A. M. Jaggar & I. M. Young (Eds.), A companion to feminist philosophy (pp. 393–401). Blackwell.

HRW. (2025). Trump’s executive orders threaten broad range of human rights. Human Rights Watch. Retrieved from https://www.hrw.org/news/2025/01/22/trumps-executive-orders-threaten-broad-range-human-rights

Jones, A. (2022, May 17). Political impartiality: Ten ways to sit on a fence. SecEd. Retrieved from https://www.sec-ed.co.uk/content/best-practice/political-impartiality-ten-ways-to-sit-on-a-fence/

Jones, A. (2025, in press). Populist rhetoric and fundamental British values: testing the limits of political impartiality in schools. Forum (67)1. Available online: https://journals.lwbooks.co.uk/forum/

LDF. (2025). Trump threatens judicial independence and the rule of law with “not qualified” nominees. Legal Defense Fund. Retrieved from https://www.naacpldf.org/naacp-publications/ldf-blog/trump-threatens-judicial-independence-and-the-rule-of-law-with-not-qualified-nominees/

Malik, N. (2025, January 22). The Long Wave: Fear, loathing and Black resistance under Trump 2.0. The Guardian. Retrieved from https://www.theguardian.com/news/2025/jan/22/black-resistance-new-trump-era-nesrine-malik-the-long-wave

MAP (n.d.), Stop Trump’s Palestinian land grab. Medical Aid for Palestinians. Retrieved from https://www.map.org.uk/campaigns/stop-trumps-palestinian-land-grab

Nshimbi, C. C., & Moyo, I. (2024, June 10). EU migration policy is getting tougher: The 3 new tactics used to keep African migrants out. The Conversation. Retrieved from https://theconversation.com/eu-migration-policy-is-getting-tougher-the-3-new-tactics-used-to-keep-african-migrants-out-226754

Politico (2023, June 13). Tracking the Trump criminal cases: Latest on legal charges and key players. Politico. https://www.politico.com/interactives/2023/trump-criminal-investigations-cases-tracker-list/

Shalal, A. (2025, January). Rights groups warn Trump executive order would restore Muslim ‘travel ban’. Reuters. Retrieved from https://www.reuters.com/world/us/rights-groups-warn-trump-executive-order-would-restore-muslim-travel-ban-2025-01-23/

Sherman, A. (2024, October 2). Trump renews voter fraud claims as voting by mail expands. Politifact. Retrieved from https://www.politifact.com/article/2024/oct/02/trump-renews-voter-fraud-claims-as-voting-by-mail/

Smith, D. (2025, February 2). Trump escalates attacks on ‘woke’ policies, DEI, and culture wars. The Guardian. Retrieved from https://www.theguardian.com/us-news/2025/feb/02/trump-woke-dei-culture-wars

UK Government. (1996). Education Act 1996. Retrieved from https://www.legislation.gov.uk/ukpga/1996/56/contents

USDfE. (2025). U.S. Department of Education takes action to eliminate DEI. U.S. Department of Education. Retrieved from https://www.ed.gov/about/news/press-release/us-department-of-education-takes-action-eliminate-dei

Whitehead, J. (1989). Creating a living educational theory from questions of the kind, “How do I improve my practice?”. Cambridge Journal of Education, 19(1), 41–52. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/0305764890190106

Yildiz, U. (2021). An anti-racist reading of the notion of “fundamental British values”. PRISM, 3(2), 91-107. Retrieved from https://openjournals.ljmu.ac.uk/index.php/prism/article/view/493

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