Prevention of radicalization among youths with mental disorders in a schooling context

Abstract

This article presents a case study from a Danish elementary school where school professionals attempted to prevent radicalization among male students with autism spectrum disorder (ASD). Based on qualitative interviews with school management, teachers, social educators, and a youth consultant, the study explores how radicalization concerns—ranging from Nazi symbolism and misogynistic behavior to verbal threats and extremist online activity—were addressed through relationship-building and pedagogical strategies. The article applies the theoretical perspective of community-creating didactics, which conceptualizes how feelings of community can be created in classrooms through specific didactical approaches. The analysis shows that school professionals engage in a ‘balancing act’ between acknowledging students’ intense interest in extremist worldviews and promoting pro-democratic values. However, students often perceive this engagement as monitoring, which complicates relationship-building. To counter the formation of peer communities centered on extremist statements, school professionals organize activities such as cooking, field trips, and outdoor expeditions to foster new social bonds. These strategies aim to offer alternative sources of recognition and belonging. Yet, the students’ ASD-related traits—such as impulsivity and narrow interests—pose challenges, and in some cases, exclusion and restructuring of class composition were necessary to restore social dynamics. The article concludes that community-creating didactics can be understood as a radicalization preventive approach, especially for students with mental disorders, but that its implementation entails dilemmas and requires adaptation to the specific needs and behaviors of the students.