The views below are my own and do not necessarily represent those of the organisations I work for or are associated with.
A recent report by BBC News (2025) highlighted new ‘British values’ flag requirements introduced by a Reform UK-led local council.
Interestingly, whilst Reform UK positions itself as the defender of British identity, its interpretation of British values diverges significantly from the Department for Education’s (DfE’s) official guidance.
Far from reflecting a consensus, the party’s view arguably reshapes the DfE’s inclusive civic framework into a narrower, politicised agenda.
Moreover, while I am aware that the BBC report cited above refers to the said council’s general interpretation of British values, I believe a comparison with the DfE’s usage is relevant – particularly if Reform UK becomes more influential and potentially more assertive in shaping educational policy at both local and national levels.
What the DfE actually means by ‘British values’
Published in 2014 and reaffirmed several times since, the DfE guidance summarises our ‘Fundamental British Values’ as four interlocking civic principles:
- Democracy – understanding how citizens influence decision-making through voting, debate and representation.
- Rule of law – recognising why laws exist and observing them.
- Individual liberty – enjoying personal freedom provided it does not harm others.
- Mutual respect and tolerance – accepting and celebrating diversity within a plural society.
These pillars were never designed to promote a narrow cultural identity; rather, the aim is to foster inclusive civic citizenship across the classroom and beyond (Department for Education, 2014).
Where Reform UK’s rhetoric diverges
Reform UK’s talk of ‘defending British values’ and its proposed ‘patriotic curriculum’ recast this framework in more nationalistic terms, creating three key departures:
- Selective emphasis on patriotism over pluralism
The party portrays pride in Britain chiefly as celebrating nationalistic past glories. If we are to be critical of anything historic, ‘non-European’ equivalents must be used as well (Reform UK, 2024). Despite criticisms to the contrary (Stamou, Popov & Soytemel, 2020), the DfE, by and large, encourages pupils to study history in the round – including imperialism and slavery – without slipping into boosterism. (Interestingly, Reform also suggest the science curriculum should be ‘audited regularly to ensure balance’ (Reform UK, 2025, p. 11). - Framing ‘tolerance’ as suspicion
While schools must teach respect for different faiths, beliefs and cultures, many commentators and researchers claim Reform UK advocates division over tolerance, arguably labelling young Muslims, LGBT+ identities or recent migrants as potential threats to our traditions and cultural heritage (Bhayat, 2025; Hope Not Hate, 2024). This shift, if ever enacted in policy, could lead to the promotion of caution and suspicion over tolerance and respect. - Instrumentalising values to stop ‘woke’ agendas
Proposals to block ‘transgender ideology’ are presented as a return to authentic British values (Reform UK, 2025, p. 11). Yet the DfE guidance endorses inclusive discussion that respects individual liberty and mutual respect, not selective silencing (Ofsted, 2014).
Consequences of the disconnect
Reducing the DfE’s balanced framework to culture-war slogans risks three harmful outcomes:
- Undermining inclusivity – if certain identities are cast as threats to who we are as a people, ‘mutual respect and tolerance’ becomes conditional and community cohesion in schools could suffer.
- Promoting simplified history – celebrating greatness while ignoring complexity deprives pupils of critical engagement with national heritage.
- Coercing schools into ideology policing – treating values as weapons pressures teachers to police expression, far beyond the DfE’s intent.
A rebuttal rooted in purpose
The DfE guidance functions as a civic safeguard: helping children understand democracy and coexist in modern, diverse Britain. It is not designed to limit freedoms, close minds or enforce a single identity. Whilst it is in no way perfect, the current guidance promotes:
- Critical citizenship – encouraging pupils to question and debate.
- Balanced narratives – examining Britain’s past and present with nuance.
- Empathy and mutuality – valuing diverse voices while recognising shared citizenship.
However, it could be argued that Reform UK’s framing sounds like a rally-cry – centering on defending British values from migrants, ideology or identity trends – better suited to a platform than a classroom.
A widening gap between rhetoric and reality
Despite its electoral gains, Reform UK’s approach to cultural and educational issues may be increasingly out of step with broader public attitudes. Recent research by King’s College London (2023) shows that the UK is now among the most socially liberal countries in the world, with growing acceptance of racial, gender and sexual diversity across all age groups.
While Reform UK positions itself as defending traditional values, the electorate – particularly younger generations – appear to be moving in a more inclusive and progressive direction. This divergence raises a key question: are such policies shaping the national mood, or simply echoing a shrinking yet increasingly loud segment of it?
Crafting a more constructive route forward
If Reform UK genuinely cares about British values, it could:
- Back programmes that draw young people and the adult public into civic engagement rather than culture-war conflict.
- Embrace inclusive history teaching that acknowledges common struggles and contributions across Britain’s demographic landscape.
- Encourage schools to foster dialogue, not shield pupils from certain beliefs or identities.
Last thoughts
Reform UK’s vision is not inherently malicious, but it does stretch far beyond what the DfE intended. British values, in the Department’s view, prepare pupils for life in a plural democracy – not to divide them into insiders and outsiders.
Schools need neither simplistic nationalism nor stern populist lectures; they need space for balanced discussion, empathy and critical thought. Only then can young Britons develop a secure sense of belonging that is both critical and compassionate – qualities the DfE sees as essential to twenty-first-century citizenship and a Great Britain we can all be proud of
References
BBC News (2025, June 12). Reform council brings in ‘British values’ flag rules. https://www.bbc.com/news/articles/cy5e61drq02o
Bhayat, S. (2025, April 24). Reform UK and the rising threat to Muslims and minorities in Britain. Byline Times. https://bylinetimes.com/2025/04/24/reform-uk-and-the-rising-threat-to-muslims-and-minorities-in-britain/
Department for Education (2014, November 27). Promoting fundamental British values as part of SMSC in schools. https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc
Hope Not Hate (2024, September). Reform UK: What you need to know 2024 [PDF]. Hope Not Hate. https://hopenothate.org.uk/wp-content/uploads/2024/09/HOPE-not-hate-reform-uk-what-you-need-to-know-2024.pdf
King’s College London (2023, March 7). UK now among most socially liberal of countries. King’s College London. https://www.kcl.ac.uk/news/uk-now-among-most-socially-liberal-of-countries
Ofsted (2014). The common inspection framework: Inspecting spiritual, moral, social and cultural development. https://www.gov.uk/government/publications/school-inspection-handbook
Reform UK (2024). Britain is broken: Britain needs Reform [Policy manifesto]. https://assets.nationbuilder.com/reformuk/pages/253/attachments/original/1718625371/Reform_UK_Our_Contract_with_You.pdf?1718625371
Stamou, E., Popov, A., & Soytemel, E. (2020, July 6). Decolonisation of the curriculum from the sidelines? Responsibility transfer and neo-nationalism. BERA Blog. https://www.bera.ac.uk/blog/decolonisation-of-the-curriculum-from-the-sidelines-responsibility-transfer-and-neo-nationalism
Photo credit: Iker Merodio via flickr (used under a Creative Commons licence)
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