Most western societies have become religiously diverse, and these differences are quite often an important aspect of tensions and conflicts regarding religious tolerance as well as intolerance (Schweitzer 2007, p. 89). How can we learn to live together in peace with people who hold opinions and beliefs which we personally and sometimes also collectively (strongly) disagree with? And how can we teach our youngsters to do so and develop a modus of behaviour that is compatible with this? Especially after the terrorist attacks in Paris in January 2015, the urgency of these questions needs to be emphasized again. As in many cases when negative things happen in society, people are inclined to underline the importance of education in general and the role of schools in particular as places where solutions can or even should be found for such societal problems. In the Netherlands the terrorist attacks in Paris were a strong trigger for the Minister of Education (Jet Bussemaker) to stress the important societal role of schools. In her view, teachers need to take their responsibility when they come across signs of radicalization among pupils in their schools. Teachers should not look away when pupils develop radical views, but they need to respond actively and take their societal role very seriously (Abels 2015). But is it realistic to think that schools can prevent pupils from radicalization? Or, to state it more positively, can schools stimulate (religious) tolerance amongst youngsters and provide an important counterweight to the possible dangers of radicalization?