Key Lessons

1. Some studies have identified individual risk factors associated with radicalisation, however, most have only medium to small effect sizes, many overlap with risk factors well known from juvenile delinquency, such as low self-esteem and quests for significance, and are not suitable to be used as actuarial tools of prediction.
2. Targeted, secondary prevention interventions should consider enlisting a wide support network - peers, family, teachers, coaches, religious leaders, etc. - allowing for responses tailored to individual and local contexts.
3. Protective factors against radicalisation include non-violent peers, bonding to school, attachment to society, highlighting the promise of broader interventions aimed at building resilience and empowerment.
4. Using resilience as the foundation for an integrated framework of prevention appears to show promise due to its holistic approach and wide applicability. However, currently there is little rigorous empirical evidence to support interventions focusing on resilience and, consequently, more empirical evidence is needed.
5. Developing inclusive and community-focused programmes ensures broad applicability, mindful of and suited to the local context.
6. Experiences of participation in everyday democratic processes of dialogue and decision-making can provide an anchor to commonly held value systems, countering extremist values via a greater sense of inclusion and empowerment.
7. For primary prevention programmes in educational settings and open youth work to be successful and not counterproductive evidence highlights the need to:
   • Ensure integration of all minorities;
   • Equip students with tools to learn critical thinking, rather than focusing on a particular ideology or cause;
   • Empower students with ways in which they can actively participate in the democratic process;
   • Clearly define core values (e.g. democracy, human rights);
   • Provide a safe space for exploration and discussion without the fear of referral to authorities.
   
8. While interventions in educational settings are popular, their role in preventing onset is not yet well explored and there remains a weak evidence base.
9. While significant resources have been invested in counter-radicalisation interventions, there is frequent evidence of a lack of clarity around aims and outcome measurement, which render establishing effectiveness difficult.