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This study aims to identify how Brazilian followers of an X/Twitter profile engage in theory-building processes leading up to the January 8, 2023 riots in Brasília, the Brazilian capital. This paper seeks to understand how cognitive and sociocultural processes weave together to weaponize collective knowledge construction that, in isolation, could be seen as virtuous but, in specific contexts, might lead to radicalization.

This study uses qualitative content analysis of comments on ambiguous X/Twitter posts published by a conspiratorial profile associated with former President Jair Bolsonaro. Content was published in the three weeks that preceded the coup d’état attempt by Bolsonaro supporters on January 8, 2023.

Findings point to users’ resorting to intuitive knowledge to support sensemaking processes in their search for subliminal meanings in tweets. That includes, for example, attempts to crack binary code-encrypted messages. This study also identified practices of cross-media sourcing, where users collect evidence from alternative social media channels to interpret messages containing verbal and visual information. Finally, this study found that religious symbols are often instrumentalized and become a lens through which followers organize information to integrate with their existing knowledge and assumptions.

With this work, the authors build on existing scholarship on epistemologies used by conspiratorial and radicalized groups as they engage in systematic sensemaking and often refer to religion to interpret messages that motivate extreme political position-taking. This study addresses a similar phenomenon as it unfolds in an understudied geographical context (Brazil) and seeks to demonstrate how individuals engage in collective sensemaking practices. The authors hope that their findings inform educators as they explore the affordances of social media to foster positive collective learning experiences in reasoning supported by social media.

The originality of this study is twofold. First, this study uses an analytical lens that draws on the learning sciences and cognitive science for inquiry of radicalization happening around social media. The authors understand that social media lend themselves particularly interesting to the analysis, as they are settings where notions of mastery blur, and individuals engage in conversations on complex, controversial topics. With that engagement, they demonstrate willingness to reason collectively. Second, this study investigates how those phenomena unfold in an understudied context, responding to calls for more diversity in research in the learning sciences as well as in media studies.

Factors that may influence risk and/or vulnerability to radicalisation or involvement in terrorism by individuals with autism spectrum disorder (ASD) are currently undetermined. The purpose of this rapid evidence assessment (REA) was to identify and review studies which consider the association between ASD and terrorism to explore potential risk or vulnerability factors and the implications for intervention.

The REA method was used to review the literature, with 16 papers meeting inclusion criteria.

Ten factors were identified as relevant to ASD and terrorism which were combined into four overarching themes: cognitive, social, psychological and ASD traits.

This REA presents a novel review of literature relating to ASD and terrorism. The findings are valuable to practitioners working with individuals with ASD who may present with the identified risk and/or vulnerability factors. The implications of these factors for intervention are discussed, along with directions for future research.

The purpose of this study is to compare violent and non-violent extremists in terms of their age when they first perpetrate an extremist act, and to understand how this relates to other factors underlying extremist behaviours. While the end goal of many extremists may be functionally similar, the pathways into extremism vary, and the literature has demonstrated that a “one-size-fits-all” explanation does not exist. Motivational drivers are complex and dynamic; therefore, attempting to identify a terrorist “profile” has limited applied efficacy.

This study applied a temporal approach (“crime script analysis” or CSA) to identify, map and compare the sequential stages (or “scenes”) in the life histories of violent and non-violent extremists who have committed acts of extremism across different age groups. Crime scripts comprising mainly qualitative data for 40 male extremists (20 violent, 20 non-violent “cases”) were developed, and CSA was conducted according to the age at which they committed their first extremist offence.

Results demonstrated key temporal, developmental differences between the pathways of extremists who commit their first offence at different ages. One key difference was that for both the violent and non-violent extremists, those under 30 used the internet as a main means of joining networks and spreading information, whereas the over 30s made more personal, community links.

This research can aid identification of potential environmental triggers and potential increased susceptibility to triggers across certain age groups.

Factors that may influence risk and/or vulnerability to young people’s involvement in terrorism are currently unclear. Understanding the factors that contribute to a young person’s risk profile is a high priority for Youth Justice Services to enable the development of targeted interventions and subsequent risk reduction. The purpose of this study is to systematically identify and critically review studies relating to young peoples’ involvement in terrorism to understand potential risk and/or vulnerability factors and the implications for intervention.

Literature was evaluated using the systematic review method. Twelve papers were selected for the systematic review according to the inclusion criteria.

Twelve factors emerged that indicated relevance to terrorism by young people and were combined into five overarching themes: contextual, social, psychological factors, trauma and use of time.

This systematic review is one of the first of its kind relating to terrorism by young people. The reported findings will be valuable to practitioners seeking to understand the risk and vulnerability factors related to terrorism by young people and the implications for intervention. Directions for future research are explored.

Since 2011, the Extremism Risk Guidance (ERG 22+) has been the primary risk assessment framework used for terrorist and violent extremist offenders in England and Wales. The aim of this study was to conduct a rapid evidence assessment to examine the research literature on the ERG22+ factors and to identify possible significant new and emerging knowledge around potential new factors.

Searches were conducted of the Google Scholar database to identify relevant literature published between 2012 and 2020. In total, 29 documents were identified, which examined new radicalisation models and frameworks, 339 were identified, which explored to some extent one or more of the current ERG factors, and a further 138 articles were identified, which focused on potentially relevant additional issues/factors.

Most of the ERG factors were the focus of substantial research activity between 2012 and 2020. Six factors, however, received very little research attention. Potential implications of these trends are considered. Ten research themes were identified with the potential to either form new factors or which could play a significant role in the updating or revision of some existing factors.

This paper is the first rapid evidence assessment on the ERG22+ risk factors. It provides an important picture of the published scientific research of potential relevance in this area and helps to inform the review process for the ERG22+.

Public service announcements (PSAs) have been shown to be effective instruments that raise awareness, educate society, and change behaviors and attitudes. Many governments and organizations have utilized PSAs on social media to promote online safety among children and youth. However, we have limited understanding of the range of topics that these PSAs address and how they present their content to audiences. This study provides an inventory of the types of online safety topics that current PSAs address and a catalogue of the types of persuasive features employed by PSAs.

A content analysis of 220 YouTube PSA videos on online safety was conducted. Various topics under the umbrella of online safety were identified. Guided by the prospect theory and exemplification theory, different persuasive features employed in the PSAs were sought.

The findings highlight that the primary focus of these PSAs is on online safety behaviors and general instructions on online hygiene. Interestingly, nearly half of the videos employ a neutral frame, while a significant portion provides no evidential support. Additionally, video length was associated with the number of views and likes it gathered but not with the number of comments.

The inventory of PSAs can help researchers, practitioners, and policymakers better understand the type of content being produced and disseminated online as well as identify topics that are either over or under-represented. Further, the catalogue of the types of persuasive features employed by PSAs would be helpful in guiding research, practice, and policymaking in the context of creating effective online safety videos.

The Prevent policy was singular and ‘simple’: to prevent individuals from getting drawn into terrorism, to identify and stop this process before it begins. In the context of the global war on terror and the shadow of terrorist attacks in the United States and England, this was an increasingly growing issue within the media and the broader public discourse. A central institution charged with enacting Prevent in the United Kingdom were education institutions (schools, colleges and universities), the rationale being that these places of learning house individuals during impressionable and vulnerable times and the Prevent policy can protect these individuals.

This chapter will provide an alternative critical discussion on Prevent by framing it as the securitisation of the UK education sector. As such, Prevent is a form of surveillance and a mechanism of power over educators and learners which carry counterproductive consequences for both. In doing so, this chapter will question how education professionals balance their professional identity and their new role in supporting and enacting the Prevent duty. Through developing a new multi-level ‘Critical Realist World Systems Model’, this chapter will provide a conceptual discussion of Prevent policy more broadly and how education professionals navigate the friction between their professional values and legal obligations. This chapter draws on a range of theoretical traditions to begin to question a well-established security policy within English and Welsh educational institutions providing a conceptual starting point to examine similar and future policies.