Educational disruption — including suspension, expulsion, or prolonged absence from school — is consistently linked with an increased risk of delinquency, criminal behaviour, and, in some cases, radicalisation. While such disruptions can take many forms, this article focuses specifically on exclusion due to behavioural issues — including violence toward peers or teachers, bullying, or chronic misconduct. These young people are not only removed from educational settings but are often cut off from supportive peer groups, mentors, and the routine that schools provide. The critical question becomes: what happens next? Do they have a supportive home life? Are their parents present or working long hours? Do they stay in contact with friends, or are they socially isolated? For many, the answer is silence — long, unstructured hours spent alone, often online.

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These circumstances create a dangerous vacuum. Lacking supervision and emotional support, these individuals may turn to digital spaces not for ideological reasons, but to escape boredom, anger, or rejection. It is in these online spaces — where violent, extremist, or grievance-based content is often just a few clicks away — that new and more harmful influences may take root. Over time, and without positive guidance or meaningful support, what began as disciplinary exclusion can become the starting point of a longer trajectory toward criminality or radicalisation.

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Research underscores the heightened risk associated with school exclusion. Gase et al. (2016) found that students who had been suspended or expelled were significantly more likely to face arrest and incarceration later in life. This link is often attributed to the loss of routine, supervision, and access to prosocial peer groups and supportive networks (Hemphill et al., 2006). Moreover, expulsion coupled with a lack of alternative education or community engagement can exacerbate vulnerability. Disconnected from formal education, young individuals may seek identity, belonging, and purpose in other, sometimes harmful, spaces — including online environments where extremist narratives thrive.

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From a media psychology standpoint, Cultivation Theory explains how prolonged exposure to violent or dystopian media can distort individuals’ perceptions of reality. Gerbner (1969) described the resulting “Mean World Syndrome,” whereby individuals develop a heightened sense of threat, mistrust, and personal vulnerability. When media messages resonate with personal experiences of marginalisation or perceived injustice, their psychological impact intensifies (Shrum, 2017). Adolescents facing disrupted education may find themselves increasingly isolated, reinforcing these negative perceptions.

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The Centre for the Prevention of Radicalization Leading to Violence (CPRLV, 2018) emphasises that disrupted schooling frequently leads to social marginalisation, a gap often exploited by extremist groups offering identity, belonging, and purpose. Without consistent educational engagement or mentoring, adolescents are less equipped with critical thinking skills necessary to challenge manipulative and radical messaging. Wiktorowicz (2005) highlights how ‘cognitive openings’—periods of emotional vulnerability or disillusionment—render individuals more susceptible to radical ideology.

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Crucially, the relationship between educational disruption and radicalisation is often indirect. Ideology may emerge as a consequence — rather than the cause — of personal disruption and vulnerability. This underlines the importance of preventative strategies that ensure educational continuity, support reintegration after disciplinary actions, and foster digital resilience as part of any effective counter-radicalisation framework.

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In summary, ensuring stability and support within educational settings is vital for preventing youth criminality and radicalisation. Continuous education, reintegration programmes, and digital literacy initiatives form essential pillars in safeguarding vulnerable young people.

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References

Centre for the Prevention of Radicalization Leading to Violence (CPRLV), 2018. Radicalization and Youth: Preventing Extremism Through Education. [online] Available at: https://info-radical.org

Gase, L.N., Monnat, S., Turner, K., & Kuo, T., 2016. The Long-term Impacts of School Suspension on Arrest and Incarceration. Journal of School Violence, 15(4), pp.371–385.

Gerbner, G., 1969. Toward ‘Cultural Indicators’: The Analysis of Mass Mediated Message Systems. AV Communication Review, 17(2), pp.137–148.

Hemphill, S.A., Kotevski, A., & Heerde, J.A., 2006. School Suspension and Juvenile Offending: A Systematic Review. Criminology & Criminal Justice, 6(3), pp.245–268.

Kuss, D.J. & Griffiths, M.D., 2017. Adolescent Social Media Addiction (Revisited). Education and Health, 35, pp.59–62.

Shrum, L.J., 2017. Media Psychology. 2nd ed. New York: Psychology Press.
Wiktorowicz, Q., 2005. Radical Islam Rising: Muslim Extremism in the West. Lanham: Rowman & Littlefield.