Our focus on the school, family, and peer group relationships, and social media and the internet revolved around the need to understand the social-ecological circumstances that may have influenced the females towards radicalization in Montreal, especially as the home and school are the most influential locales of human development (Bronfenbrenner 1979). [...] Thus, our questions pertained to the school and home relationships in the microsystem (in questions #1 and #2), the relationships in the mesosystem (in question #2), and the effects the exosystem of social media and the internet (in question #3). [...] The researcher has to be sensitive to the context, cultures, participants, and to the consequences of the research on participants. [...] Yet, despite the difficulty in completing assignments in French and Arabic, this student continued to do well in school (Mother, Focus Group III); highlighting the importance of the learning environment and the need for teachers to be cognizant and wary of promoting discriminatory social norms or biases – a self-reflective practice that is engendered in teacher training and continuous professional [...] For participants, the implicit messages in society and the hidden curriculum in the school served as the source of informal education that impacted the formal and non-formal educational systems overall.