RAN Y&E Papers

On 29 February and 1 March 2024, the RAN Youth & Education working group convened a meeting to discuss how youth practitioners experience anti-system and anti-government extremism (ASAGE) in their daily work. This paper presents an overview of some of the main outcomes of the meeting.

The paper presents the key outcomes of the meeting organised by the RAN Youth & Education Working Group in Rome, Italy, on 22 and 23 November 2023. The aim was to exchange views on practitioners’ experiences with problematic actions of pupils adhering to far-left ideology.

The aim of the paper is to describe necessary elements to consider when developing mentorship programmes aimed at the rehabilitation and reintegration of (former) violent extremists into European societies, which are based on a liberal democratic order.

The aim of this paper is to take stock of existing approaches and practices developed and used by practitioners active in primary prevention, including social and family workers, teachers, mental health professionals, local authorities and law enforcement in the CEE Member States of the EU...

The paper presents the key findings of the RAN Y&E Working Group meeting that took place in Berlin on 12 and 13 June. The aim was for practitioners in youth work and education to get more insight into the phenomenon of ‘hypermasculinity’ and the extent to which this narrative is a concern for P/CVE.

This conclusion paper provides an in-depth overview of the discussions around this topic and the recommendations formulated for practitioners to include in their daily work.

This specialised paper is intended for P/CVE practitioners, who are defined as skilled professionals, and sometimes volunteers, who design and implement various P/CVE strategies, programmes and projects.

The effect of the COVID-19 pandemic and social media on youth radicalisation will also be discussed. The paper will provide recommendations and suggestions for school-wide initiatives to support P/CVE efforts, recognising that it not only the responsibility of individual teachers.

As the online world becomes an integrated part of everyday life, digital literacy is an essential skillset to navigate the continuous stream of information through traditional and alternative media. The past years have proven that many people are susceptible for radicalisation online.