For over 20 years, school interventions involving former right-wing extremists have been popular in Germany. In practice, they are advertised and conducted as both civic education and extremism prevention. This book uses an evidence- based and interdisciplinary approach to examine the potentials and challenges of this format. It provides a thematic embedding of German application, a comprehensive review of attributed impact assumptions and the state of related research. Furthermore, this research offers highly valuable, unique and comprehensive insights based on empirical evidence. It thus contributes to a better understanding of the format and its complexity. Overall, the findings give no clear indication that the involvement of