My student has become more 'religious' in his dress and behaviour.

My student's appearance and behaviour has changed recently. He seems to have become much more religious. He has grown a beard, no longer wears Western dress, prays regularly, won't shake hands with women and won't go to events where alcohol is served. Is he becoming a 'radical'?

It sounds as if either he might be taking his religion more seriously or else changed his interpretation of his religion and its requirements. However, it is unreliable to make judgments about 'radicalism', still less 'extremism', based on dress and religious practice.

People who practice a strongly traditional form of Islam are often very uninterested in politics. If that is the case with your student, then he is not likely to cause any concern. However, those who become persuaded of a strongly literalist form of religious observance might become susceptible to applying a strongly literalist understanding of certain verses, such as those calling for jihad, if they are presented in a certain way. He might benefit from wise spiritual support while he finds his feet in his new-found increase in faith and spirituality; but depending on your own role and relationship with your student, this might lie outside your responsibilities or rights.

Think carefully about whether the situation warrants any response or action on your part at all.

If you are sure that some response is appropriate coming from you, here are some responses you might consider. Judge what is appropriate based on your relationship to him.

- Keep your lines of communication open to him, and improve them if possible. Don't break your rapport or trust with him by reacting in a negative way.
- Take an interest in his opinions and beliefs. Listen in order to understand, without argument, and do not react in a judgmental way. In this way you ensure that if he ever finds himself in difficulties, he can trust you enough to come for help or advice.
- You can maintain your own beliefs and opinions without getting into conflict; you don't need to agree but you don't need to argue. If he asks your opinion you can state it without argument and without defence.
- You can also maintain your own boundaries; you don't need to allow behaviour you disapprove of on your territory. If he crosses a line of acceptable behaviour for you, you can gently say so.
- If he is willing to discuss it, find out who may have played an influential role in his religious changes. If there are key figures in his religious renewal, finding out more about these people may provide you with welcome reassurance.
- Enlist the help from community figures who may know the people involved, and who may be better placed to assess the significance of his invigorated spirituality.
- If your relationship allows it and you become concerned that he is becoming subject to manipulation or exploitation by others, he might reflect on any new acquaintances he might have, new groups he might hang out with, or a new mosque or centre he might now attend. Make clear that your interest is intended to be supportive, not suspicious.

Case Study: The dangers of outsiders making assumptions

'A'
'A' was born in a European country, and led an ordinary life, described as 'quiet', 'a good boy', 'gentle and cooperative'. He prayed in a moderate mosque. After College he began to wear traditional Islamic clothing and grew a beard, emulating the Prophet Muhammad (pbuh)and the Companions. He became a youth worker, becoming increasingly involved in community work and social causes.

'B'
'B' was born in a European country, and until his early adult life, in his own words, did not particularly take his faith seriously. All this changed and he had a radical re-awakening of his faith, changing his appearance and his practice dramatically. He no longer felt comfortable in his own mosque, and found it difficult to find one that accommodated his new-found religious enthusiasm. He too became increasingly interested in religious and political issues that engage the young.

What happened to these two men? Did they…

- Join the police force
- Work in an electronics shop
- Commit an act of murder

Answer: 'A' went on to murder Theo van Gogh. 'B' became a member of a specialist anti-terrorism unit.