1. What motivated you to apply for this training course on preventing youth radicalisation?
Radicalisation was a relatively new topic for me, and I wanted to understand how we could address it in our NGO’s work. I was particularly interested in practical tools and methods that we could adapt to our activities and use with young people.
The setting of the training also interested me. It offered an opportunity to learn about the local situation and explore good practices in a different context. I was curious about how the trainers would approach such a complex and sensitive subject and make it accessible through different learning methods.
Another motivation was meeting participants from a wide range of countries, including countries outside the European Union. I wanted to hear about their experiences and understand how different communities approach prevention and youth work.
2. In your opinion, what are the biggest risks young people face today in online spaces and social media?
For me, some of the biggest risks include excessive social media use, exposure to extremist content and unrealistic portrayals of society and relationships. Complex issues are often reduced to superficial messages that leave little room for context or critical reflection.
Recommendation algorithms can repeatedly expose users to similar content, encouraging endless scrolling and making it difficult to step away. Young people who are exploring their identity may experiment with different online communities and test boundaries. Some of these spaces can gradually introduce harmful ideas in ways that are not immediately obvious.
During the training, we explored examples of this less visible process of radicalisation. We also discussed how online violence, when presented without context or consequences, can influence how young people understand acceptable behaviour.
The examples involving toxic masculinity were particularly thought-provoking. They showed how messages about status, power and success can be connected to political and financial interests. I think youth workers need to help young people question these messages and consider their consequences for relationships and everyday life.
3. How confident do you now feel in recognising early signs of radicalisation or harmful extremist influence among young people?
I now feel that I have a stronger foundation and can include this topic more thoughtfully in our NGO’s activities. I am better prepared to recognise possible warning signs and consider appropriate ways to respond, including respectful dialogue and offering alternative activities or sources of belonging.
Some of the patterns we discussed included engagement with extremist content, involvement in closed groups that promote harmful ideas, and withdrawal from supportive relationships or activities. We also explored the potential significance of fundraising or financial support for extremist groups.
Changes in language, habits or appearance may provide a reason to start a conversation, but they need to be understood in context. A change in clothing or hairstyle alone does not establish extremist involvement. What matters is understanding the wider situation, listening carefully and considering whether several concerning patterns are developing together.
The training helped me think about early intervention as a process of maintaining connection and creating opportunities for dialogue.
4. What skills, tools or knowledge did you hope to gain, and what would you like to explore further?
I wanted to understand the symbolic language used by extremist groups, both online and offline. This includes symbols, slang and messages that communicate hatred, exclusion or dehumanisation, sometimes in ways that are difficult for outsiders to recognise. I now feel better prepared to introduce this subject in my own workshops, and I would like to continue developing my knowledge.
I was also interested in practical methods: energisers that can introduce a difficult topic, games that encourage discussion, useful questions and activities that can be adapted for different age groups.
Learning from people working in different countries and in rural and urban settings was another important part of the experience. Case studies and participants’ examples can help us move from abstract ideas to a discussion of possible responses.
I would like to explore further how approaches should differ between general prevention, early concerns and more serious situations. The appropriate use of language and humour also interests me, especially when humour can either open a conversation or disguise a harmful message.
5. How do you plan to use what you learned in your local community, organisation or youth work?
I plan to organise a short workshop with a quiz exploring the symbols and slang used by extremist groups online and in public spaces, including graffiti. The aim will be to help participants understand messages they may encounter without recognising their meaning or purpose.
The workshop will connect this awareness with critical thinking, identity and the ability to recognise manipulation. I want to encourage young people to ask questions, make their own informed decisions and feel confident saying “no” to harmful influence.
We also plan to share impressions from the training on our NGO’s Facebook page. Within the organisation, we can use the methods and knowledge gained to become more attentive to possible signs of radicalisation and better prepared to respond early.
One area I particularly want to address is how racist, xenophobic or misogynistic messages can be presented as humour. Looking more closely at this language can help young people recognise when a joke carries a message of hatred or exclusion. My goal is to support more thoughtful communication, both online and offline.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
