Before You Enlist Video -
Researching Pop Culture and Militarism -
If you have been Harassed by a Military Recruiter -
War: Turning now to Mr. Ralph Waldo Emerson - Christian Science Monitor
Click through to find out
Religion and militarism -
‘A Poison in the System’: Military Sexual Assault - New York Times
Change your Mind?
Talk to a Counselor at the GI Rights Hotline
Ask that your child's information is denied to Military Recruiters
And monitor that this request is honored.
Military Recruiters and Programs Target marginalized communities for recruits...
..and the high schools in those same communities

 Militarization of our Schools

The Pentagon is taking over our poorer public schools. This is the reality for disadvantaged youth.


What we can do

Corporate/conservative alliances threaten Democracy . Progressives have an important role to play.

 Why does NNOMY matter?

Most are blind or indifferent to the problem.
A few strive to protect our democracy.


Current Policies and Campaigns

School districts throughout the country are revising their procedures and policies on military recruiting in response to concerns of parents, students, and civic associations such as the National PTA

Generally, these procedures cover four broad areas of concern: Student privacy; Recruiter access to students; Use of the Armed Services Vocational Aptitude Battery (ASVAB) for recruiting purposes; and Junior Reserve Officers Training Corps (JROTC).



Revised: 03/27/2018

Providing Guidance / School Counselors

What does it mean to be a Guidance Counselor for Peace?

A School Guidance Counselor for Peace is first and foremost an ally for students who sees the importance of properly informing students regarding the risks involved in military careers as a priority. It is also important that they point students towards future paths properly suited to their abilities, situation, and possibilities, that way offering them a sincere evaluation of their professional options.

That can mean passing out brochures that provide a counter narrative to those recruitment materials that military recruiters often provide to school counselors to encourage military recruitment.  Letting men and especially women know about the problems with racism, white supremacy gang violence, and sexual intimidation and abuse that has been so prevalent in the military, and health risks from base contamination.

What is Militarism?

We understand militarism as the imposition of values and dynamics inherent in military structures upon civil society, as well as their influence on state policy. It is a process that promotes hierarchy, as well as the use (and abuse) of power. Its propagation can use many compelling arguments, among them the need to instill military values on civilian society. Militarism carries with it consequences such as the loss of civil rights and the prioritization of expenditure on military projects over social ones, which hastens the deterioration of social services.


Why do we reject school militarization?

Through youth militarization and recruitment, the culture of war and violence is fostered in our schools; children and young people deserve a peaceful future, in which their options amount to much more than surviving armed conflicts that are fought for the economic interests of the few. We want to work towards a world free from war, which we believe possible if our efforts with the upcoming generations of citizens include a peace education and to provide directions to build their lives on positive and cooperative outcomes that do not cause harm to others or themselves.


The Importance of Directing Youth to Peaceful Career Alternatives

Many of those youth who seek out community service alternatives to the military will be serving inside their own communities and regions where there exists a great need for humanitarian assistance to aid in environmental and social crises that require our direct intervention. Those youth who can connect the dots of what real community service means for establishing a sustainable economy will be the real heroes challenging the future quality of all of our lives. We need to begin to send the message that the waste of military spending needs to be redirected from war profiteering to enlivening the communities where we live and to invest in renewable energy and away from extractive resources which are the source of much of our war-making.

The Peaceful Career Alternatives website has been developed with the support of multiple national, regional, and local peace and religious organizations to provide young people deciding how to begin their productive working lives with alternative ideas and options without entering military service.

We encourage school counselors, parents, teachers, and most of all our youth, to utilize this resource before recommending or deciding on a military career and to network this resource to those considering enlistment




Digital Brochures

Documents to Distribute

Additional Reading:

Sexual Assault in the Military

Racism in the Military

Military Health Risks Due to Base Contamination


Please consider becoming a $10 per month supporter of The National Network Opposing the Militarization of Youth
And our work to demilitarize our schools and youth.
Donate Here





Revised FC 10/09/2023

How to report recruiter abuse

The Recruiter Abuse Hotline Sticker is available from our Chicago office.

The National Youth and Militarism Recruiter Abuse Hotline is now open at 1- 877-688-6881. After hearing many reports from young people and their families about abuses by military recruiters, we at AFSC are beginning to track these abuses as reported to our national hotline. Examples of recruiter abuse include making misleading or false statements; repeated contact after a request to refrain from contact; physical coercion; sexual solicitation; encouraging recruits to lie or falsify information; offering drugs or alcohol; attempting to intimidate or scare recruits or their parents; and refusal to accurately document recruits’ medical or legal situations.

Recruiter abuse has become such a problem that a congressional committee has suggested installing surveillance equipment in recruiting stations (which does little to protect young people solicited in schools). AFSC staff will track reported abuses to support our work advocating the demilitarization of youth and youth spaces. We will also support youth and families in seeking remedies to cases of abuse.

AFSC is responding to this urgent need. Staff people nationwide will be responding to calls in English and Spanish. To report an abuse call 1- 877-688-6881. To request stickers publicizing the hotline, contact Darlene Gramigna at This email address is being protected from spambots. You need JavaScript enabled to view it..



Model Programs


The Coalition for Alternatives to Militarism in Our Schools (CAMS) developed the Adopt a School Project as a systematic approach to organizing in the Los Angeles Unified School District, where there are over 60 high schools in a diverse and expansive school district.  This approach identifies point contacts in as many high schools as possible for the purpose of demilitarizing local schools and providing alternatives to the students.  At the same time it is important to gain the support of other allies such as the teachers union and to testify before the elected school board for district oversight and accountability. 

The Adopt a School project provides a process to disseminate and receive information to determine whether established school district policies (i.e., regarding opt out, ASVAB and recruiter access) are being implemented in the schools.  It also makes it possible to gain immediate information observed by those at the high schools regarding military recruitment improprieties, military vans on campus or other concerns that require taking action.

Please see for the informational links and detailed explanation of how to begin and implement an Adopt a School Program.  There is also a video explaining  specific steps and strategies that have been used in Los Angeles for a number of years. This program can be adapted for every school situation and helps to identify issues, goals and resources available. If you have any questions please send them to This email address is being protected from spambots. You need JavaScript enabled to view it.

Recruiting on College Campuses

College Counter Recruiting

Doing counter recruitment on a college campus is much different than in high schools.  There is a different law governing the military’s supposed “right” to be there.  The Solomon Amendment provides for the Secretary of Defense to deny federal funding to institutions of higher learning if they prohibit or prevent ROTC or military recruitment on campus.  Most students trying to kick recruiters off college campuses are doing so because they don’t want them there and don’t feel they have a right as opposed to high schools where recruiters are actually getting young people to enlist.

The loophole, kindof…

Most universities and colleges have policies stating that organizations that discriminate are not allowed on their campuses.  This argument has been used against the military because of their “Don’t Ask/Don’t Tell” policy, which excludes individuals who openly identify as LGBTQ from serving in the military.  For more info on the Solomon Amendment, the court case and “Don’t Ask Don’t Tell” go to:

High school students (over college students) are the ones being heavily targeted (and successfully recruited) by the military, therefore we recommend that college students work with and support high school students doing counter recruitment in their area.  One thing college students can do is to provide workshops for high school students on how to choose/get into college, getting financial aid, what college life is like, etc.  Also since universities have funding to bring in speakers, students can host an Iraq Veterans Against the War member to speak on campus and in high schools.


This page can be accessed and referred at the following URL:

For Teachers/Guidance Counselors

A Culture Of Teaching Peace

To envision a culture of teaching peace precludes a society that supports, funds and appreciates the rich global history of nonviolence through an explicit pedagogy and practice of peace. In essence, the learning environment fosters an outlook of global interdependence, ecological accountability and cultural sensitivity. The community places peace at the center of the content and processes, embracing all learning styles and environments, as well as supporting a participatory and shared learning environment between teachers and students.

This culture of teaching peace recognizes that peace is not simply the absence of violence, but rather a dynamic state of self-inquiry, relationship-building and mindfulness. Peace does not mean running from conflicts, but rather bringing consciousness to the moment when conflict takes place and participating in a process of conflict transformation which has been taught and reinforced through the educational system. It encompasses relevant curriculum designed to cultivate an environment where questioning, critical thinking and compassion are encouraged in and out of the school setting.

If we desire to be a peace-building, peace-affirming, peace-loving world, we must dedicate our time, energy and resources toward teaching students about the meaningful lessons that can be learned inside the classroom as well as outside in the world.

A culture of teaching peace addresses the embedded problems of racism, classism, gentrification, verbal violence, militarism, structural and institutional violence, police and state brutality, legal and illegal violence, misogyny, globalization and capitalism. A culture of teaching peace is one which advocates teaching ways of behaving that enhance the self-worth of every member of society.

Enculturating the notion of teaching peace should be the primary concern for administrators, teachers and students. Our world is inundated with an unprecedented level of violence which has even permeated the previously safe haven of schools. Ranging from interpersonal conflicts to school shootings to the presence of military recruiters on campuses, education has become a polarized environment rather than a place of exploration and wonderment. Reclaiming education and teaching for peace means respecting learners' individuality, inviting a spirit of community and acknowledging the principle of interconnectedness which links the common human experience. We must promote a worldview which sees all humans as one family, and a worldview where responsibility for the global family starts at an individual level.

Teaching peace focuses on the content of classroom instruction, i.e. the lesson plans, reading material and discussions which relay valuable information about great peacemakers, various nonviolent tactics and strategies for creating positive change and the various resources - the organizations and individuals - who currently employ the methodology of peacemaking. Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quilt.

The case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.

This example of a culture of teaching peace. Aceh, and the Program Pendidikan Damai, are imperfect, and the process has not succeeded in ending all of the violence in the region. However, teachers and students are cooperating in building a culture of peace through explicitly teaching peace.

Impediments to a culture of teaching peace:

Some schools worldwide have specific courses dedicated to studying the history, scope and practical applications of nonviolence. While beneficial as supplementary courses, their existence underlies a much greater problem: textbook writers and curriculum designers have systematically undervalued the contributions by great peacemakers and of successful peace movements throughout the world. Unless a dynamic teacher engages the students in learning about the relevance of peacemaking in human history, students likely emerge from their compulsory education as peace illiterates, disconnected from their place in the world, ignorant of their responsibility for giving back to the communities that helped raise them.

Students cannot be expected to internalize peace when their bodies and minds are malnourished and underfed. Too many students arrive at school with their stomachs empty and their heads and hearts filled with the burdens of poverty and social immobility. Disempowered by their inability to vote and thus formally register their opinions, many young students are at the mercy of war-torn countries, unhealthy living environments and inadequate educational systems. A culture of teaching peace goes hand in hand with workers' rights, movements for a living wage, child labor and exploitative practices which subjugate many to appease the greeds of a few.

Moreover, if external peace is neglected in the outside world and in pedagogy, internal peace is outright omitted during the school day. Students are expected to shelve their yearnings for meaningful experiences which formal education often denies, for a plethora of reasons. Lack of funding, too few teachers, too many students, disparity between formal education and the 'real world,' and reliance on grading and testing to measure a student's capabilities are only a few of the many reasons why students emerge from school deprived of personal peace. Time for reflection and engaging with one's own emotions does not have a place in the schoolday. Institutional reforms, like rewriting textbooks to include more information about nonviolent figures and movements, as well as structural reforms, like rethinking systems of grading and testing, will support nonviolent change at higher levels and encourage students to reclaim their education.

One of the biggest impediments to a culture of teaching peace is the systematic disempowerment that students experience. Students give over their dreams and self-confidence in regimented learning environments. Entering school as young children, they have accomplished the natural tasks of acquiring language and moderately navigating their expanding world. Most have not yet learned to doubt. Formal education can deprive students of their inherent agency, numbing them into submission. By the time students leave school, many students cannot trust anyone, least of all themselves.

Why teach peace?

Students deserve to learn about a history of their world which incorporates the narrative of peacemakers rather than the monopolization of teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience. Education that excludes peace from both content information and through peaceful processes also denies students a full range of opportunities to make the best choices for them, and freedom of choice requires access to information.

The goal is ultimately to unlock in students the ability to be autodidactic, and to have a powerful understanding of their role in promoting peace in the world. Since formal education often leads to future job prospects, a culture of teaching peace ought to offer dynamic examples of careers with a conscience, or choosing a vocation which utilizes their unique gifts and talents and which is ecologically sound, morally upright and globally-minded. Giving evidence that peace is a viable and tangible career option can open doors and broaden students' perspectives.

Teaching peace is not restricted to a particular school or context using a specific methodology or practice. A culture of teaching peace recognizes the varied and diverse learning environments where students encounter opportunities to refine their notions of peace. Nature hikes, punk concerts, trips to the library or lectures and flying a kite are some of the activities outside the classroom which 'count' as peace education. Science teachers can teach peace by promoting environmental awareness and ecological thinking. Foreign language teachers can read and/or translate primary-source texts from the target language which detail experiences in personal, local, national and global peacemaking efforts. Physics classes can learn about the subatomic exchange of matter and energy which binds all humans to one another. Themes of peace and justice can be infused in every content subject so that peace is pervasive in the curriculum.

A culture of teaching peace can also begin in unconventional places. In prisons and juvenile detention facilities in the United States, a curriculum called Solutions to Violence is impacting the incarcerated youths and adults in a positive way. Death Row inmates have begun teaching the class, and graduates proudly display their diploma stating that they have read the likes of Tolstoy, Gandhi, Merton and King. A culture of teaching peace is beginning to take hold in the places reserved for the most violent criminals. Students of peace in any environment can learn the principles of conflict resolution and internalize the messages in Thich Nhat Hanh's vast literature.

What lies ahead for a culture of teaching peace:

A comprehensive global network of educators promoting peace will create waves of new teachers who are motivated to teach peace. Teachers and students are supported in their endeavors and encouraged to use creativity. In a culture of teaching peace, governments ensure that education receives all the funding necessary to purchase supplies and provide meals and materials for students. The entire well-being of the student is taken into consideration, establishing a nurturing environment.

A culture of teaching peace requires that we look critically at how we categorize, label and sort students into various learning groups or arbitrary classifications like perceived learning ability. It means that students come to class with an inherent capacity to learn and to teach, and that the essence of a culture of teaching peace requires acknowledging that teachers and administrators do not have all of the answers. A culture of teaching peace places trust in the unknown, creating space for educational adventure and risk-taking, stepping outside of conventional ways of interacting and of predictable patterns of learning.

A culture of teaching peace would begin formally in pre-school and progress developmentally through university studies, extending outward into every facet of life. It also makes room for those life-learners who are not confined to classrooms but who seek wisdom and knowledge out in the open. All community members are involved with the process of invoking a culture of teaching peace, recognizing teachable moments and opportunities for learning in and out of the classroom.

A culture of teaching peace would not hesitate to tackle the difficult subjects of nuclear weapons, economic disparities reinforced by powerful international organizations and multinational corporations resulting in a mass feminization of poverty. A culture of teaching peace inherently turns toward restorative justice as a means of addressing the needs of oppressors and of the oppressed. This culture of peace through education would advocate for internationally upheld treaties and peaceful diplomacy between nations, as countries and their leaders set the moral tone for their citizens.

We cannot question whether or not this culture of teaching peace will or will not take place. Dr. Martin Luther King, Jr. said that "the choice is not between nonviolence and violence but between nonviolence and nonexistence." This is the mandate under which a culture of teaching peace operates. For the sake of future generations and to create a peaceful present reality, we must teach and learn how to get along with each other.

Leah C. Wells serves as the Peace Education Coordinator for the Nuclear Age Peace Foundation, USA. This paper was presented to the UNESCO Conference on Intercultural Education in Finland on June 16, 2003. E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.


Source: (archived)

Here are some recommended links available to better inform you as as educators. This is a work in progress and NNOMY will be adding new documents as they are prepared and as policies change that effect enlistment. Check back periodically.

Organizations that provide curricula for teaching peace in the classroom:


The National Network Opposing the Militarization of Youth 2015 Back-to-school Kit for Counter-recruitment and School Demilitarization Organizing is now available to assist you in understanding the work, your rights, and the challenges to return to the public schools to counter-recruit. Please visit this page and review the materials we have assembled for you and feel free to ask questions as well at Our Contact Page and we will do our best to answer you or your group in a timely manner.




Articles on the web:




Revised: 03/26/2018


The NNOMY Opinion section is a new feature of our articles section. Writing on youth demilitarization issues is quite rare but we have discovered the beginning articles and notes being offered on this subject so we have decided to present them under an opinion category.  The articles presented do not necessarily reflect the views of the NNOMY Steering Committee.


Activists Demilitarizing Our Public Schools

The NNOMY CAMPUS page is a resource for activists wishing to understand how to more effectively intervene in our public schools against the increasing influence of Pentagon programs to indoctrinate our youth for war. A series of webinars are being planned on different successful strategies to effect policy changes in school districts that better protect student privacy from military recruiters, to organize access to counter-recruit on campus, and to monitor the activities of military personnel on public school campuses. Topics are listed by series and subject. NNOMY webinar based workshops are a more effective method to instruct how to proceed with curbing the number of youth that make the choice to join into military service, or do so with a more informed picture of what this service will entail.  This page will be updated periodically as additional webinars are conducted and new materials are produced to support these trainings. NNOMY will maintain these educational resources with the most up-to-date information and informed opinions as possible in order to keep the practice of national counter'recruitment efforts viable into the future.


Available Webinars:    

Pat RobertsonThe warning, given to me 25 years ago, came at the moment Pat Robertson and other radio and televangelists began speaking about a new political religion that would direct its efforts at taking control of all institutions, including mainstream denominations and the government. Its stated goal was to use the United States to create a global, Christian empire. It was hard, at the time, to take such fantastic rhetoric seriously, especially given the buffoonish quality of those who expounded it. But Adams warned us against the blindness caused by intellectual snobbery. The Nazis, he said, were not going to return with swastikas and brown shirts. Their ideological inheritors had found a mask for fascism in the pages of the Bible. - Chris Hedges (From his article: The Christian Right and the Rise of American Fascism, 2011)

Revised 04/17/2016


Vice President Kamala Harris delivers remarks to Department of Defense personnel, with President Joe Biden and Secretary of Defense Lloyd J. Austin III, the Pentagon, Washington, D.C., Feb. 10, 2021. (DoD photo by Lisa Ferdinando)

Though the United States of America shares with other nations in a history of modern state militarism, the past 78 years following its consolidation as a world military power after World War II has seen a shift away from previous democratic characterizations of the state.  The last forty years, with the rise of the neo-conservative Reagan and  Bush (2) administrations, began the abandonment of moral justifications for democracy building replaced by  bellicose proclamations of the need and right to move towards a national project of global security by preemptive military force. Even with the return of eight years of the, so called, Liberal Obama administrations we saw the further erosion of long held human right protections with the suspension of habeas corpus and the increased usage of extra-judicial drone bombing killings of claimed combatants in multiple conflicts worldwide. Now with the Trump and Biden administrations, these programs have increased unbeknownst to the general public as the mainstream media silenced and normalized perpetual wars.

In the process of global military expansion, the US population has been subjected to an internal re-education to accept the role of the U.S. as consolidating its hegemonic rule internationally in the interest of liberal ideals of wealth creation and protectionism.

U.S. Air Force airmen acting as extras during the filming of the 2007 film Transformers at Holloman Air Force Base. A camera operator on an ATV can be seen filming them on the right.The average citizen has slowly come to terms with stealthily increasing campaigns of militarization domestically in media offerings; from television, movies, militarized video games,  and scripted news networks to reinforce the inevitability of a re-configured society as security state. The effect has begun a transformation of how, as citizens, we understand our roles and viability as workers and families in relation to this security state. This new order has brought with it a shrinking public common and an increasing privatization of publicly held infrastructure; libraries, health clinics, schools and the expectation of diminished social benefits for the poor and middle-class. The national borders are being militarized as are our domestic police forces in the name of Homeland Security but largely in the interest of business. The rate and expansion of research and development for security industries and the government agencies that fund them, now represent the major growth sector of the U.S.economy. Additionally, as the U.S. economy continually shifts from productive capital to financial capital as the engine of growth for wealth creation and development, the corporate culture has seen its fortunes rise politically and its power over the public sector grow relatively unchallenged by a confused citizenry who are watching their social security and jobs diminishing.

Special Weapons and Tactics (SWAT) team members, some armed with assault rifles, preparing for an exerciseHow increasing cultural militarization effects our common future will likely manifest in increased public dissatisfaction with political leadership and economic strictures. Social movements within the peace community, like NNOMY, will need to expand their role of addressing the dangers of  militarists predating youth for military recruitment in school to giving more visibility to the additional dangers of the role of an influential militarized media, violent entertainment and play offerings effecting our youth in formation and a general increase and influence of the military complex in all aspects of our lives. We are confronted with a demand for a greater awareness of the inter-relationships of militarism in the entire landscape of domestic U.S. society.  Where once we could ignore the impacts of U.S. military adventurisms abroad, we are now faced with the transformation of our domestic comfort zone with the impacts of militarism in our day to day lives where we are witnessing militarized police forces in all our cities.

How this warning can be imparted in a meaningful way by a movement seeking to continue with the stated goals of counter-recruitment and public policy activism, and not loose itself in the process, will be the test for those activists, past and future, who take up the call to protect our youth from the cultural violence of militarism.

Counter-recruitment poster.The "militarization of US culture" category will be an archive of editorials and articles about the increasing dangers we face as a people from those who are invested in the business of war. This page will serve as a resource for the NNOMY community of activists and the movement they represent moving into the future. The arguments presented in this archive will offer important realizations for those who are receptive to NNOMY's message of protecting our youth, and thus our entire society, of the abuses militarism plays upon our hopes for a sustainable and truly democratic society.





 Please consider becoming a supporter of The National Network Opposing the Militarization of Youth
And our work to demilitarize our schools and youth.
Donate Here



Revised / 11/04/2023 - GDG


The Resources section covers the following topics:


NNOMYpeace has organized the following resources for our own staff of activists to promote our campaigns on different social media platforms. Many are formatted for Facebook, Instagram, and Twitter feeds. 

We also welcome those activists inside our network of groups doing Truth in Recruitment and Counter-recruiting activism to utilize there resources for their own social media channels.

If you are not a group associated to NNOMYpeace, and would like to utilize these resources on your own channels, we encourage your groups to integrate to NNOMY on our National Directory of Youth Demilitarization Groups to help support the national community of youth demilitarization groups to know you and the scope of your activism. You can share your information to list your group by submitting an organizational form at the following LINK.

We have distributed the following graphics by campaign. Click on the categories below to see those that support different campaign themes by NNOMY



The Divest “Your Body” from the War Machine graphics are campaigning resources for social media for the Divest campaign that NNOMY is collaborating with CodePink. NNOMY focuses on asking youth to "Divest of their Bodies" from military service with the war machine. These are strictly to be utilized with counter-recruitment only and not with TIR.

These social media resources are to be utilized with the "Winning the Peace" campaign in cooperation with the palm cards developed by War Resisters League and the support website created for smart phones, "What Everyone Should Know Before Joining the Military / Lo que deberías saber entres de enrolarte en las Fuerzas Armadas (FF.AA.) ,"  to answer questions for youth about what military service really involves for them.

These social media resources focus on groups nationally and regionally that take part in some form of youth demilitarization activism. That can include themes such as Truth in Recruitment or Counter-recruitment activism or participate in outreach to schools as veteral or antiwar speakers. Those using them should be cognizant of the limits that your location and context present before you decide to select the appropriate images and appeals for your use.

The Misc. social media image resources category are designed around various appeals encompassing general counter-recruitment messages and antiwar themes. They should be utilized judiciously with attention paid to the moment and situation of which they are applied. Some of these may be themed along specific important dates in the peace calendar of on specific subject relating to militarization especially those themes that effect youth. Those found in this category are not specific to a campaign.

Back to School Against War & Militarism! Get the 2018-19 Back-to-school Kit for Counter-recruiting and School De-militarization Organizing from The National Network Opposing the Militarization of Youth and find out how you can help keep our youth safer and send a message to school officials and your government... military recruiters should be monitored in local high school and minor-aged youth deserve a balanced narrative on military service! Act Now to activate in your child's public school against Pentagon intrusions into our community youth.

The "Eliminate Selective Service for Everyone" campaign category addresses the antiquated Selective Service system and the demand for its elimination. With the issue of women now being qualified for combat duties including fighting, the issue has been brought before the congress and senate of the United States to require women to register, like men, in the years when young adults are typically drafted into the services to fight wars if the draft needs to be re-initiated in the event of a national crisis where there are not sufficient troops to meet the troop requirement.

This campaign, "Eliminate Selective Service for Everyone," asks for the elimination of this demand based on it being a violation of basic and internationally recognized human rights protocols including the Universal Declaration of Human Rights.

The "Costs of War" campaign category came from the Watson Institute for International Affairs website of Brown University in Providence, RI. This institute has made their research into the economic, social, political, and human costs of U.S. wars their research focus. Their mission statement explains the following:

The Costs of War Project is a team of 50 scholars, legal experts, human rights practitioners, and physicians, which began its work in 2010. We use research and a public website to facilitate debate about the costs of the post-9/11 wars in Iraq and Afghanistan, and the related violence in Pakistan and Syria. There are many hidden or unacknowledged costs of the United States’ decision to respond to the 9/11 attacks with military force. We aim to foster democratic discussion of these wars by providing the fullest possible account of their human, economic, and political costs, and to foster better informed public policies.

This campaign, "Costs of War," asks for the public to be aware that our post 9/11 foreign policy has an effect on the U.S.'s international relations that are increasingly coming under question domestically and internationally and how those policies align with the stated goals of the U.S. State Department and its allied governments..

NNOMY Peace produces workshops to assist groups in understanding the tactics of military recruiters in the school and the community and create community and strategies for groups envolved in youth demilitarization efforts.

NNOMYpeace produces printable and viewable resources to support the practice of Truth in Recruitment and Counter-recruitment activism.

News reports from the groups associated to the NNOMY Network including Social Media.

Reports from counter-recruitment groups and activists from the field. Includes information about action reports at recruiting centers and career fairs, school tabling, and actions in relation to school boards and state legislatures.

David SwansonDavid Swanson is the author of the new book, Daybreak: Undoing the Imperial Presidency and Forming a More Perfect Union, by Seven Stories Press and of the introduction to The 35 Articles of Impeachment and the Case for Prosecuting George W. Bush by Dennis Kucinich. In addition to cofounding, he is the Washington director of and sits on the boards of a number of progressive organizations in Washington, DC.

Charlottesville Right Now: 11-10-11 David Swanson
David Swanson joins Coy to discuss Occupy Charlottesville, protesting Dick Cheney's visit to the University of Virginia, and his new book. -  Listen

Jorge MariscalJorge Mariscal is the grandson of Mexican immigrants and the son of a U.S. Marine who fought in World War II. He served in the U.S. Army in Vietnam and currently teaches at the University of California, San Diego.

Matt GuynnMatt Guynn plays the dual role of program director and coordinator for congregational organizing for On Earth Peace, building peace and nonviolence leadership within the 1000+ congregations of the Church of the Brethren across the United States and Puerto Rico. He previously served a co-coordinator of training for Christian Peacemaker Teams, serving as an unarmed accompanier with political refugees in Chiapas, Mexico, and offering or supporting trainings in the US and Mexico.

Rick JahnkowRick Jahnkow works for two San Diego-based anti-militarist organizations, the Project on Youth and Non-Military Opportunities and the Committee Opposed to Militarism and the Draft. He can be reached at: This email address is being protected from spambots. You need JavaScript enabled to view it.

Pat ElderPat Elder was a co-founder of the DC Antiwar Network (DAWN) and a member of the Steering Committee of the National Network Opposing the Militarization of Youth, (NNOMY).  Pat is currently involved in a national campaign with the Women's International League for Peace & Freedom project, Military Poisons,  investigating on U.S. military base contamination domestically and internationally.  Pat’s work has prominently appeared in NSA documents tracking domestic peace groups.



audio  Pat Elder - National Network Opposing the Militarization of Youth

NNOMY periodically participates in or organizes events(e.i. conferences, rallies) with other organizations.

News articles reposted about NNOMY. Includes news reports about our work with associated groups and conferences.

The Counter-recruitment Essentials section of the NNOMY web site covers the issues and actions spanning this type of activism. Bridging the difficult chasms between religious, veteran, educator, student, and community based activism is no small task. In this section you will find information on how to engage in CR activism in your school and community with the support of the knowledge of others who have been working to inform youth considering enlisting in the military. You will also find resources for those already in the military that are looking for some guidance on how to actively resist injustices  as a soldier or how to choose a path as a conscientious objector.

John Judge was a co-founder of the Committee for High School Options and Information on Careers, Education and Self-Improvement (CHOICES) in Washington DC, an organization engaged since 1985 in countering military recruitment in DC area high schools and educating young people about their options with regard to the military. Beginning with the war in Viet Nam, Judge was a life-long anti-war activist and tireless supporter of active-duty soldiers and veterans.


"It is our view that military enlistment puts youth, especially African American youth, at special risk, not only for combat duty, injury and fatality, but for military discipline and less than honorable discharge, which can ruin their chances for employment once they get out. There are other options available to them."

In the 1970's the Selective Service System and the paper draft became unworkable, requiring four induction orders to get one report. Boards  were under siege by anti-war and anti-draft forces, resistance of many kinds was rampant. The lottery system failed to dampen the dissent, since people who knew they were going to be drafted ahead of time became all the more active. Local draft board members quit in such numbers that even I was approached, as a knowledgeable draft counselor to join the board. I refused on the grounds that I could never vote anyone 1-A or eligible to go since I opposed conscription and the war.

At this point the Pentagon decided to replace the paper draft with a poverty draft, based on economic incentive and coercion. It has been working since then to draw in between 200-400,000 enlisted members annually. Soon after, they began to recruit larger numbers of women to "do the jobs men don't want to". Currently recruitment quotas are falling short, especially in Black communities, and reluctant parents are seen as part of the problem. The hidden problem is retention, since the military would have quadrupled by this time at that rate of enlistment, but the percentage who never finish their first time of enlistment drop out at a staggering rate.

I began bringing veterans of the Vietnam War into high schools in Dayton, Ohio in the late 1960s, and have continued since then to expose young people to the realities of military life, the recruiters' false claims and the risks in combat or out. I did it first through Vietnam Veterans Against the War/Winter Soldier Organization, then Dayton Draft & Military Counseling, and since 1985 in DC through C.H.O.I.C.E.S.

The key is to address the broader issues of militarization of the schools and privacy rights for students in community forums and at meetings of the school board and city council. Good counter-recruitment also provides alternatives in the civilian sector to help the poor and people of color, who are the first targets of the poverty draft, to find ways to break into the job market, go to a trade school, join an apprenticeship program, get job skills and placement help, and find money for college without enlisting in the military.

John Judge -- counselor, C.H.O.I.C.E.S.


Selene Rivas presents for the International Week of Action Against the Militarisation of Youth a series of brief articles exploring how the U.S. citizenry has been normalized to accept a permanent state of militarism through popular culture: Movies, video games and comic books. From Monday, November 20th and continuing through Sunday the 26th of November, 2017, a new segment of this series of short articles will be featured each day. Select from the articles below.

You can find out more about the Week Of Action at War Resisters' International.

Edward Hasbrouck grew up in Wellesley, Massachusetts, a suburb of Boston. He considers myself primarily a political activist. Hasbrouck began his resistance to the violence of illegitimate authority as an elected but nonvoting student representative to the local school board and as an activist for peace, disarmament, and students' rights. His first book was a handbook for high school students on their legal rights co-authored in the summer of 1977, between high school and college, as an intern for the student service bureau of the Massachusetts Department of Education. He majored in political science at the University of Chicago until leaving school to pursue direct involvement in political activism.



Conscription of young people to fight old people's wars is one of the ultimate expressions of ageism, and for me, resistance to an ageist draft was first and foremost a component and continuation of the struggle for youth liberation. The religious and authoritarian justifications for conscription and war are remarkably similar to the religious and authoritarian rationales for violence against children and for slavery. - Edward Hasbrouck

In 1980, after a five-year hiatus, the U.S. government reinstated the requirement that all young men register for military conscription with the Selective Service System. In 1982, Hasbrouck was selected for criminal prosecution by the U.S. Department of "Justice" (specifically, by William Weld and Robert Mueller) as one of the people they considered the most vocal of the several million nonregistrants for the draft. As one of 20 nonregistrants who were prosecuted before the government abandoned the enforcement of draft registration, Hasbrouck was convicted and "served" four and a half months in a Federal Prison Camp in 1983-1984. The high-profile trials of resistance organizers proved counterproductive for the government. These trials served only to call attention to the government's inability to prosecute more than a token number of nonregistrants, and reassured nonregistrants that they were not alone in their resistance and were in no danger of prosecution unless they called attention to themselves.







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