Violent extremism and the underlying forces of radicalization are among the most pervasive challenges of our time. While violent extremism is not confined to any age, sex, group or community, young people are particularly vulnerable to the messages of violent extremists and terrorist organizations. Violent extremism refers to the beliefs and actions of people who support or use ideologically-motivated violence to achieve radical ideological, religious or political views. As it is said in "Education Against Extremism, Stoke on Trent and Sterling". [Davies, L. 2008 Trentham Books] Violent Extremism is ...“when you do not allow for a different point of view; when you hold your own views as being quite exclusive, when you don’t allow for the possibility of difference and when you want to impose this view on others using violence if necessary.” This stems from the significant rise of radicalism in MALTA as the influx of migrants rise; as politicians use the issue encouraging xenophobic comments, eugenics ideology and even racial hate crimes. This, unfortunately often evolves into extremist behaviours which we try to prevent. We were working with young leaders, particularly the areas where there are out-of-school youth to recruit for Erasmus youth mobilities. This was to encourage multi-culturalism and explain certain ideals which lead to violence and may cause extremist behaviours. Also to young people using stereotypes and expressed disdain towards migrants lacking the necessary education. These causes are deeply rooted and require serious work which this TC aimed to provide. In the face of such threats, young people needed relevant and timely learning opportunities to develop the knowledge, skills and attitudes that could help them build their resilience to such propaganda. These competencies we tried to develop with the help of well-prepared and respected teachers, who are in extensive contact with young people. We - Provided practical advice on when and how to discuss the issue of violent extremism and radicalisation with learners, - Helped youth workers create a “classroom climate” that is inclusive and conducive to respectful dialogue, open discussion and critical thinking. Living in a peaceful society was a long-term goal, which required “an understanding of others and their history, traditions and spiritual values” as well as the ability “to implement common projects or to manage the inevitable conflicts in an intelligent and peaceful way.” UNESCO’s approach to “learning to live together” is based on this definition and we implied 2 complementary learning processes: the “discovery of others” which sets out to foster mutual understanding among students, and the “experience of shared purposes” whereby students worked together towards common goals. “Learning to live together” lead to the development of core competencies and skills such as empathy, knowledge of other cultures, cultural sensitivity, understanding of discrimination, acceptance, and communication.