The “PRACTICE” teacher’s handbook: guidelines for prevention work

Sep 9, 2021News

The PRACTICE Teacher’s Handbook is part of a series of publications published as open resources in PRACTICE – Preventing Radicalism through Critical Thinking Competences.

The PRACTICE project wants to respond to the need for new teaching methods, applicable to diverse learners with the aim of preventing violent radicalisation.

The Teacher’s Handbook serves to facilitate the use of the comprehensive pedagogical-didactic material collection, which under the title “Radicalisation Prevention Programme” has been developed in the PRACTICE project and published in both an online and a pdf version.

The PRACTICE Teacher’s Handbook provides guiding materials to support teachers’ in the active use of the PRACTICE Prevention Programme, thereby contributing to an ongoing professional qualification of teachers around Europe.

It aims to provide guidelines for teachers who want to implement methods and teaching/learning activities from the Prevention Programme in their teaching.
Thus, the aim is to give teachers advice and guidance in terms of:

  • Testing peer-based learning processes, where students through their collaboration show mutual recognition and respect for diversity.
  • Strengthening awareness of signs in the classroom of lack of wellbeing, exclusion and alienation.
  • Introduction of violent radicalisation and other sensitive phenomena in the classroom.
  • Supporting teachers´ insight into school political and teaching methodological issues across EU Member States.


In the RESOURCES section of PRACTICE Website, together with the other project’s publications, or directly clicking here:

Download the Teacher’s Handbook  


In the PRACTICE Teacher’s Handbook you will find useful insights about:

  • Violent radicalisation and prevention in the school’s learning environment: an analysis of the school’s crucial role in the general prevention efforts to support the resilience of students towards radicalisation processes.
  • Critical thinking in the school’s learning environment – between reason and emotion: an introduction to different pedagogical traditions to promote critical thinking and a reflection on the need to strengthen the school’s democratic ethos and make the school a community without discrimination and exclusion for both students and teachers.
  • Digital awareness in the school’s learning environment – between a virtual and actual world: a view on the school’s major task of equipping students to be critical and resilient to the bombardment of information and propaganda which followed in the wake of the digital revolution in both society and schools.
  • Intercultural awareness in the school’s learning environment – promoting the identity of citizenship: a reflection about the close connection between interculturality, diversity and a citizenship that strengthens students’ positive sense of identity, tolerance and care for each other.
  • Global conflict management – when the world casts shadows into the learning environment: some examples of how school is sometimes the setting for students to manage global conflicts and when global conflicts find their way into the classroom.


Do you have any question about it? Contact the project’s coordinator


PRACTICE is cofinanced by Erasmus+; KA2 Cooperation for innovation and the exchange of good practices – Strategic Partnerships for school education.


For further information contact Antonella Alessi: and visit the project website