Enhancing the security of citizens against terrorism and lone-actor violence in confined spaces such as schools

Expected Outcome:Project results are expected to contribute to some or all of the following expected outcomes:Increased understanding of policymakers and relevant security practitioners of the phenomenon of terrorism and lone-actor violence towards citizens in confined places such as schools, in the European context;Terrorist and lone-actor attacks to citizens in confined places such as schools, are prevented in Europe by, e.g., detecting and tackling early signs of isolation and radicalisation, as well as the promotion of a secure and inclusive environment;European schools and other confined places, e.g., places of worship, public administration or other buildings accessible to the public, are provided with state-of-the-art means of ensuring their security;Cooperation between Police Authorities in Europe and relevant staff (in schools, public administration, etc.) is improved. Scope:Citizens in European schools and other confined spaces (e.g., places of worship, public administration and other buildings accessible to the public) increasingly face various forms of terrorism and lone-actor violence. This topic aims at providing such places with solutions for ensuring civil security (of pupils, school staff, administrative workers, citizens at large) via exploring various societal and technological means of preventing such threats, with full respect of fundamental rights, such as rights to privacy and the protection of personal data. Based on a thorough analysis of the phenomenon under consideration in the European context, proposals should look into methodologies of catching and tackling early signs of terrorist threats, isolation and radicalisation, taking into account the social and cultural factors that may influence an individual's vulnerability to radicalisation, such as gender roles and stereotypes. Proposals should also consider how these factors may impact the effectiveness of prevention programmes and of addressing them by, e.g., creating appropriate program