III. Institutional Approaches


Good Practice 11

Incorporate experiential, hands-on learning opportunities in regular classroom curricula.

Schools can provide opportunities for students to apply critical thinking and civic education lessons in real-life settings such as volunteer opportunities or other school projects. Development of skill sets that build resilience to violent extremism can be more effective if the learning comes from direct experience.


Good Practice 12

Provide mechanisms for addressing grievances of students in an open and safe way.

Schools may also consider training their teachers on how to effectively engage in debates with students on sensitive topics in ways that do not further radicalize an individual, or leave them more susceptible to recruitment. Schools may also instruct students on strategies for controlling emotions and channeling anger in constructive ways. Appropriate strategies for managing anger may help individuals express grievances non-violently.


Good Practice 13

Consider providing incentives for parents for ongoing school enrollment, and ensure all children have access to education.

In many contexts, youth who do not have access to education or formal schooling, or who choose to forgo education, may be susceptible to recruitment and radicalization to violence. Providing incentives to parents to ensure school enrollment and address dropout rates, where locally relevant, may help in reducing the number of susceptible individuals that could be recruited into violent extremism.



Good Practice 14

Train teachers on how to understand and manage their own inherent biases.

Teachers and educators should be made aware of the messages they are conveying to students, including unintentional messages. Training teachers on behaviors, words, and practices for reducing violence in the classroom may also help reduce violent extremism.


Good Practice 15

Train teachers to detect early signs of radicalization to violence.

When trained and equipped with the tools to counter violent extremism, teachers can be important partners in preventing recruitment and radicalization to violence.

It is important to provide educators with a point of contact with appropriate authorities if they detect signs of radicalization to violence among their students. However, it is important to ensure that schools do not become information-collecting institutions. This may also undermine the teacher’s standing and relationship with students, genuine efforts to protect students, and broader community trust.


Good Practice 16

Structure educational institutions to integrate segregated communities and educate children of different communities together.

Feelings of marginalization and alienation can render individuals vulnerable and make them more susceptible to the sense of belonging that a violent extremist group may offer. Integrating educational institutions can enhance cross-community trust, thereby helping to alleviate marginalization, raise awareness of diversity, increase tolerance, and allow students to overcome tensions fostered by unfamiliarity with other communities


Private Sector

Good Practice 17

Engage the private sector through relevant corporate social responsibility mandates and emphasize how violent extremism can negatively affect profits while highlighting the benefits of educational opportunities for youth.

The private sector has a range of tools and resources it can use to support the government and schools in their endeavor to reform school curricula and to build resilience to recruitment and prevent radicalization to violence. It may be of use to emphasize the link between unemployment and violent extremism, and highlight the positive effect of increasing the vocational and technical capacities of youth and encouraging entrepreneurship.


Media and Technology

Good Practice 18

Engage the media to offer ways of advancing educational approaches to CVE in a formal and informal setting.

The media can offer youth alternative ways to receive educational lessons, such as through TV shows, movies, cartoons, games, comic books, radio, and SMS services. In a formal setting, such as schools, the use of media can be a powerful and effective tool to help impart values and can supplement teacher lectures with engaging material. In an informal setting, they can likewise be an effective means of amplifying key narratives and values while still offering engaging, yet innocuous, programming. Media programs and platforms for CVE should also be well-researched in terms of the local values, culture, and methods to reach the target audience effectively and appropriately.


Good Practice 19

Consider adapting existing gaming technologies and tools that build skills to countering violent extremism.

Current online and video games can help build positive skill sets that assist with character building and can help mitigate violent tendencies; such techniques can be adapted to the context of building resilience to violent extremism.