The aim of the project

The CHRIS project (Countering Human Radicalisation In School) is missioned to contribute to the prevention of radicalization in lower secondary school. This is done by taking radicalization prevention to a didactic level (how learning and education is organised in schools), and hereby aims at providing young people with solid didactics, work forms and learning approaches that offer them stable and exciting narratives, identities and missions preventing them from the (potential) need of a radical identity.

The CHRIS innovation falls into four mutually reinforcing innovation measures:

Radicalisation and Identity

  • The first innovation of the CHRIS project is to link the creation of radicalisation potential directly to the teenage years and to the formation of identity. The identity processes that are particularly relevant in the CHRIS project relate to matters of belonging, of having a mission in life and of being able to express oneself.

Radicalisation Prevention Didactics

  • The second innovation of the CHRIS project is to take radicalisation-countering in schools to a didactic/methodological level - as a form of working and learning to be integrated, not in specific subjects, but into the interrelations between students and between students and teachers and into the school culture as a whole.

Radicalisation as a collective challenge

  • The third innovation of the CHRIS project is to build the project and its approaches on the basic assumption that radicalisation is not an individual weakness or defect, but something that is deeply embedded in 21st century life and culture, and therefore a collective challenge affecting also identity formation in the teenage years.
  • This approach obliges the project to work with the young people themselves as experts of their identity work and to engage them in the co-creation of efficient strategies for radicalisation-countering in schools.

Young students as co-creators

  • The fourth innovation of the CHRIS project is therefore the radical involvement of the young people themselves as key players, not only as key deliverers of unfolded knowledge, but also as co-creators of possible solutions and directions.

The mission of the CHRIS project is therefore based on the following assumptions: Strategies based on work methods, learning methodologies and social learning mechanisms are more sustainable and life-wide efficient and have considerably stronger impact on identity and societal orientation than content delivery and periodic eventing.


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