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This article examines how Norwegian teachers interpret, enact, and sometimes resist state-imposed counter-radicalisation policies in schools, highlighting the tension between educational values and security-driven expectations. Through empirical classroom-focused research, the authors show that teachers often feel pressured to balance their traditional pedagogical role—fostering trust, dialogue, and critical thinking—with emerging responsibilities tied to surveillance, reporting, and early detection of “radicalisation indicators.” The study reveals how counter-radicalisation policy frameworks shape teachers’ professional identities, decision-making, and classroom climate, sometimes producing unintended consequences such as stigmatization, self-censorship, or the narrowing of open discussions. The article is highly relevant today as debates about safeguarding, extremism prevention, and the securitisation of education continue across Europe and beyond, with growing concerns about whether schools are becoming extensions of security apparatuses rather than protected spaces for democratic learning.The article’s strengths include its rigorous qualitative methodology, its grounded empirical insights from actual teachers, and its critical engagement with how security logics enter educational spaces. It successfully challenges simplistic narratives that assume teachers can seamlessly function as frontline counter-radicalisation agents. The authors situate their findings within broader critiques of the “Prevent-style” securitisation of education across Western states, making it a valuable comparative reference. A potential limitation is that the study is Norway-specific, which may constrain direct transferability to regions with different political or cultural contexts, though its conceptual implications remain widely applicable. Additionally, the article focuses strongly on teacher perspectives, with less input from students or policymakers, which could broaden the analysis. Nevertheless, it stands as one of the more nuanced and critically engaged examinations of counter-radicalisation efforts in Nordic educational systems.A strong, empirically grounded and theoretically engaging contribution to the study of radicalisation prevention in educational settings. Essential for researchers examining the intersection of pedagogy and security, and highly suitable for any repository dealing with counter-terrorism, radicalisation, and education policy.