The previous government developed guidelines for schools detailing primary prevention approaches that could be used to reduce risk and promote resilience in young people against extremist groups (DCSF, 2009). A community psychology approach is utilized in this research to gain the views of young people in one Local Authority (LA) about the most effective ways to implement the DSCF (2009) guidelines and build resilience locally. The guidelines will be adapted on the basis of the results so that implementation within the LA is relevant to local needs. Focus groups were designed using the structure of the Supply and Demand Model (Meah and Mellis, 2006) of radicalisation and were held with Year 9 students (n=22) from three secondary schools within the LA. A thematic analysis approach was taken to analyse the data gathered. The students developed their own thoughts about effective strategies to prevent violent extremism, which included: developing an environment that facilitates a sense of belonging in school; and providing opportunities for positive multi-cultural experiences. Students had concerns about approaches that encourage debates on current affairs (DCSF, 2009) because they felt this would create hostility in school. It was felt by participants that preventative approaches should focus on primary schools because secondary aged students already have established, fixed ideas. The utility of the Supply and Demand model (Meah and Mellis, 2006) as a risk and resilience framework for violent extremism is discussed.