The Distance project addressed the question of which individual and structural factors influence deradicalisation and distancing processes. The experiences of practitioners from prevention counselling centers were systematically recorded through interviews. Their insights into the development of radicalisation (rapprochement processes) among young people, but especially on successful distancing from Islamist extremism, was of interest. In addition, the project analysed the biographies of adolescents and young adults who have since been deradicalised.
In a second step, Distance investigated which educational prevention measures or projects are particularly successful in counteracting radicalisation and promoting dissociation. The research focused on structural approaches that can be applied in the context of the family, in schools, workplaces and (religious) institutions. The project accompanied and evaluated a primary prevention project and published evaluation reports. It also reviewed and systematised previous approaches and offers of deradicalisation work. In addition, quantitative surveys were carried out to record the needs and challenges of teachers and social workers in the school environment.
Based on the research findings, Distance collaborated with practitioners to develop training programmes for professionals, including workshop and seminar concepts for social workers and trainee teachers.
Overall, the findings show that pathways out of radicalisation, when supported by counselling, are shaped by a range of individual and structural factors. Understanding the impact of socio-economic, spatial, and institutional disadvantages is crucial, as structural discrimination against Muslims can significantly hinder deradicalisation efforts. Effective counselling focuses on fostering social participation and stabilising clients' life situations.
Based on the interviews with counsellors in deradicalisation work, the Distance study identifies various counselling approaches, each of which is associated with different types of interaction between the counsellors. Some approaches rely primarily on religious expertise. Others rely on emotional bonding, equal interaction, recognition or support in coping with everyday life. In Germany, both civil society and state security authorities provide counselling services. A central finding is that the institutionally anchored problem interpretations and intervention strategies influence the orientation of action in counselling.
Quantitative and qualitative findings from the school context reveal that teachers and social workers encounter a range of conflicts related to religious practices and (alleged) Islamist radicalisation. The Distance study shows that these issues are sometimes exaggerated, but at other times overlooked or downplayed – leading to uncertainty in how to support affected students and hindering appropriate protective measures. The results highlight an urgent need for further training to equip educators and social workers to navigate religious diversity and respond effectively to signs of Islamist radicalisation.
