Preventing violent extremism through education should be part of a broader prevention effort in which the family, community and media are involved. Building support and care networks that enhance these domains increases the likelihood of having a positive impact and develops the wellbeing of the community, without focusing on surveillance alone. The role of education in preventing violent extremism and de-radicalizing young people has only recently gained global acceptance. An important step in this direction was the launch, in December 2015, of the UN Secretary-General’s Plan of Action to Prevent Violent Extremism, which recognizes the importance of quality education to address the drivers of this phenomenon. The UN Security Council also emphasized this point in its Resolutions 21789 and 2250, which notably highlights the need for “quality education for peace that equips youth with the ability to engage constructively in civic structures and inclusive political processes” and called on “all relevant actors to consider instituting mechanisms to promote a culture of peace, tolerance, intercultural and interreligious dialogue that involve youth and discourage their participation in acts of violence, terrorism, xenophobia, and all forms of discrimination.” In October 2015, UNESCO’s Executive Board adopted a Decision that unequivocally affirms the importance of education as a tool to help prevent terrorism and violent extremism (VE), as well as racial and religious intolerance, genocide, war crimes and crimes against humanity worldwide. Whether provided through schools, clubs and community associations or at home, education is indeed acknowledged as an important component of a societal commitment to curb and prevent the rise of VE. These documents underline that education can: ▶Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change. ▶Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs. ▶Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence. ▶Foster critically informed citizens able to constructively engage in peaceful collective action. This is possible notably through Global Citizenship Education (GCED), which seeks to nurture a sense of belonging to a common humanity as well as genuine respect for all. It is an emerging approach to education that focuses on developing learners’ knowledge, skills, values and attitudes in view of their active participation in the peaceful and sustainable development of their societies. GCED is about instilling respect for human rights, social justice, gender equality and environmental sustainability, which are fundamental values that help raise the defences of peace against VE. VE concerns, first and foremost, the violation of basic universal values, such as human rights, non-violence and non-discrimination. Prevention measures involve, among others, teaching students positive values and helping them build resilient minds to counter extremist narratives and influences to which they can be exposed, even if they seem, for now, not to be affected by the phenomenon. Global Citizenship Education, one of the pivotal concepts utilised to prevent VE, focuses on students’ learning about compassion and responsibility towards individuals that they do not know and may never know. Preparing young minds to respect humanity in its diversity and unicity represents one of the most fundamental objectives of quality education to prevent VE. Learning about human rights promotes a culture of non-violence and nondiscrimination and fosters feelings of respect and tolerance. An education that encourages a better understanding of human rights also enables critical learning and debate about VE. ▶ Human rights are fundamental and universal safeguards. They apply to all human beings regardless of nationality, gender, origin, religion, language, or any other status. Unlike the rights recognized by a State under domestic law, human rights apply to individuals from all States beyond national borders. ▶Human rights entail both rights and responsibilities. Included in these notions is the idea that every person has the duty to respect the rights of others. For example: respecting each other’s right to freedom of opinion, expression and belief, right to live ▶ It is important for young people to understand that people cannot invoke their own rights as justification to violate someone else’s rights. ▶ Knowing what is and what is not a human right, as determined by various international conventions, enables learners to challenge false claims and understand what is just and what requires protection