A Whole‐School Approach to Address Youth Radicalization

Schools are increasingly being asked to identify and monitor youth who may be susceptible recruitment toward radical groups. Rather than asking teachers at-risk behaviors, Dianne Gereluk argues here that a whole-school approach help foster belonging connection among is not additive, but central component of safe inclusive schools. Whole-school approaches attend the different power relationships occur within school community, focusing on classroom environment, organization, broader environment. Insofar as radicalization partly response perception exclusion oppression, these factors go some way mitigating appeal extremism.