This project will have important pedagogical implications that foster the well-being of students, staff, and the school board. Our study aims to support the values to: ensure that teaching and learning is rooted in research and evidence, promote a safe space, respect for the diversity of every person through our discussions of issues regarding extremism. This will be done through our workshops and resources to dismantle the misunderstandings that lead and promote extremism, the exclusion of others. We plan to foster student achievement and well-being by supporting students’ ability to apply critical thinking. Also, this study will have practical implications for teacher education and for creating culturally responsive and inclusive classrooms. We will host workshops for all in-service and pre-service teachers, administrators, and policy makers. Teachers who would like to engage more in academia will also be invited to co-publish and co-present in joint publications and conference presentations in the coming years. Through this implicit form of professional development, students will benefit from this study through teachers’ greater understanding of religious extremism, ways to teach controversial topics, and an in-depth proficiency of media literacy – a crucial skill for students given current events and media literacy as a required component in the English curriculum. In partnership with local teachers in each city, we will develop a website and hands-on tools to help educators deal with controversial issues regarding religious extremism. The tools will be shared online and in a workshop co-hosted by teachers in each of the four cities. Interested teachers and school administrators will be invited to join us in academic and non-academic publications and conference presentations at the end of the study. Naturally, the professional development of our teacher participants and the resources they co-develop and design will be of benefit to students in the long-run.