Prevention work in schools

What challenges are you experiencing at your school? Here you can read about how prevention can involve more than just isolated measures: how classroom teaching combined with a cohesive approach to the learning environment can help ensure inclusion and create a culture for critical thinking.

Prejudice, hostility and hatred

Nobody is entirely free from prejudice. Yet the kind of prejudice we all harbour may seem a world away from the extreme hatred expressed by some. Many of the underlying mechanisms remain the same, however. The human need for identity and belonging, coherence and meaning is an important factor.

Radicalisation and violent extremism

Here you can read more about what radicalisation and violent extremism are. Knowledge about these phenomenons is valuable, but not the most important tool for teachers in preventing radicalisation. That tool is already part of their professional skills set: the ability to see and meet each individual student and assume their perspective.

Racism, anti-Semitism and Islamophobia

Racism and anti-Semitism have deep historical roots in Europe. Knowledge of both history and the present is necessary in order to recognise and understand these phenomena today. This is also true for other forms of intolerance such as Islamophobia and homophobia.

Identity and belonging

Every human being has an idea of who they are – an identity. Our identity is very much about whom we belong to and which values we espouse. It is human nature to identify our own group as being more homogeneous than it actually is. Self-reflection is therefore an important quality when it comes to prevention.

Critical thinking and knowledge

Critical thinking and reflection challenges and nuances rigid mindsets. Knowledge of various forms of intolerance is necessary to be able to interpret, prevent and deal with attitudes in schools where they manifest themselves.