Children and young people are growing up in a digital environment shaped by algorithms, anonymity and rapidly evolving technologies.
These spaces are not neutral.
They are increasingly exploited by violent extremist and radicalising actors who understand youth culture, online social dynamics and the persuasive power of digital content.
Laura, the lead author of the upcoming OSCE report, ‘From Classrooms to Chatbots’, explores how radicalisation and violent extremism affect children and young people in the digital age, and what educational institutions and parent carers can realistically do about it. The research looks at the transnational picture, drawing from experts across Europe, Central Asia, North America and Oceania – a wide geographical sample – yet its findings resonate strongly with what we see daily in schools, youth settings and community work across the UK. The contexts may change but the challenges impact us all transnationally.
THE DIGITAL THREAT LANDSCAPE HAS CHANGED
Young people tell us: they are navigating blurred lines and complex, endless streams of content which mixes the extreme with the banal.
Extremist recruitment is no longer confined to obvious platforms or overt propaganda. Young people are now exposed through:
- Generative AI tools that blur the line between real, fake, ironic and extremist
- Gaming chats and livestreams
- Recommendation algorithms that quietly escalate content
- Encrypted and semi-private messaging platforms
This creates an environment of information disorder where harmful narratives can circulate quickly, adapt to trends and remain largely invisible to adults. Young people are often targeted not through ideology first, but through identity, grievance, humour, belonging or curiosity.
SCHOOLS ARE UNDER PRESSURE, BUT STILL CENTRAL
Young people tell us: they want in-depth, sustained and engaging work on current issues, not one-off assemblies.
The research highlights a familiar challenge: schools are expected to do more with less. Teachers are increasingly asked to address safeguarding, wellbeing, online harms and extremism alongside their core curriculum responsibilities. At the same time, media and information literacy is often:
- Inconsistently embedded
- Outdated in relation to current online realities
- Delivered without sufficient training or support
Yet schools remain one of the few universal spaces where young people can develop the critical skills needed to navigate digital life. When media literacy is treated as a living, evolving competence rather than a one-off lesson, it becomes a powerful protective factor.
“Young people are often targeted not through ideology first, but through identity, grievance, humour, belonging or curiosity.”
PARENTS ARE ESSENTIAL, BUT OFTEN LEFT BEHIND
Young people tell us: their parents are often fearful or misinformed, and it is hard to discuss their own online social spaces across generations.
Parent carers consistently report feeling under prepared for the digital worlds their children inhabit. Many lack:
- Up to date knowledge of platforms, risks and trends
- Confidence to start difficult conversations
- Practical tools to respond when something feels wrong
Without support, this gap can create silence rather than safeguarding. The research is clear that parental engagement cannot be an afterthought. It must be intentional, accessible and grounded in trust rather than fear.
GENDER, IDENTITY AND ALGORITHMS MATTER
Young people tell us: they are bombarded with constant negative messaging around sexuality, gender and relationships, often as a hook for influencers using ‘rage bait’, or seeking clicks and follows.
One of the most important insights in the report is the role of intersectionality. Algorithms do not operate in a vacuum. They can amplify misogyny, racism and rigid gender norms, often funnelling young people toward increasingly polarised content.
Online anonymity and lack of accountability further lower the barriers to harm, particularly for boys and young men encountering misogynistic or violent narratives, and for girls and marginalised groups facing targeted abuse.
Any serious response must therefore be gender sensitive, youth centred and rooted in human rights, rather than surveillance, censorship or suspicion.
MOVING FROM CONCERN TO ACTION
These elements collectively point to an urgent need for a shift away from reactive, crisis driven responses, toward systematic and inclusive approaches that empower young people, educators and families together.
At ConnectFutures, this aligns closely with what we see works in practice: dialogue over didacticism, skills over fear and relationships over tick box compliance.
“The research is clear that parental engagement cannot be an afterthought. It must be intentional, accessible and grounded in trust rather than fear.”
TOP TIPS FOR SCHOOLS, FAMILIES AND PROFESSIONALS
For educators and practitioners
- Treat media and information literacy as a core life skill, not an optional add on.
- Update examples, case studies and scenarios regularly to reflect real online spaces young people use.
- Create space for discussion about identity, belonging and emotion, not just content analysis.
- Involve young people as active contributors and peer educators wherever possible.
- Acknowledge the limits of adult knowledge and model curiosity rather than control.
For those working with parents and carers
- Offer practical, non-judgemental sessions focused on conversation starters and confidence.
- Share clear, realistic guidance about platforms, algorithms and online dynamics.
- Frame safeguarding as relational and preventative, not purely technical.
- Recognise cultural, linguistic and access barriers when designing support.
For policy makers and system leaders
- Invest in sustained training for educators, not one-off awareness sessions.
- Embed media and information literacy across curricula and inspection frameworks.
- Support cross sector collaboration between schools, youth services, and community organisations.
- Anticipate the impact of AI on radicalisation and misinformation, rather than reacting after harm occurs.
- Ground all approaches in human rights, inclusion and proportionality.
The digital world will continue to change faster than any single policy or programme. But by strengthening media literacy, supporting parents and trusting young people as we support them to become active digital citizens, we can build more resilient responses to online harm and extremist exploitation.
This is not about creating perfect protection. It is about equipping young people with the understanding, confidence and support they need to navigate an imperfect and ever-changing digital world.
Stay tuned for the final report that will be released soon.
If you want to learn more, reach out to us.
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