• Support the self-esteem and autonomy of groups that are more likely to be at risk of violence and hate, through empowerment programmes;

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• Develop tools to ensure religious equality by reviewing education policies, legislation, curricula and textbooks and share the outcomes with the relevant stakeholders (CoE, n.d.);

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• Public outcry often pressures Universities to act in a swift and meaningful way. However, the public is often unaware of the kind of issues which women face both in society in a general sense and in Universities more specifically. Several campaigns and reformations to education are required to better teach future generations about religion, equality, and diversity;

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• In parallel, it is urgent that higher education institutions promote, at different levels, ways to involve students, teachers and non-teaching staff in seminars, workshops, and training on this issue, clarifying the legal and social dimensions of the problem;

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• The use of web pages and also of dissemination channels such as newspapers and radio stations are also two actions of interest that allow raising awareness and bringing the various problems into the debate.;

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• Also, knowing to recognize the violation is only the first step in dealing with it, so further empowering programs to the most vulnerable society members should be designed and accessible to different groups ensuring that they would contribute to increased filling of complaints to the responsible institution/s;

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• In this sense, the possibility for religion equality commissions, student ombudsperson, or religion equality offices to create and run discussion forums is also very significant and important, attracting students of various religions and also nationalities;

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• The improvement of the study of these issues in the universities themselves, with the attribution of awards and specific funding lines are also actions that contribute to generate social awareness on the phenomenon;

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• Attempts to ban violence or extremist ideologies considered violent, which are not known, understood, or acknowledged in the various nuances arising from the context, can (unintentionally) lead to increased stigmatization, stereotyping, or ethnic divisions, referred to elsewhere as the "negative face" of education (Bush and Salterili, 2000).