However, it is essential for societies to find the appropriate balance between the degree of separation that is necessary to the free expression and development of diversity on the one hand and the establishment and strengthening of links between and among the diverse communities of a society as a whole on the other. If cross-community links are not sufficiently developed, integration is hindered, putting cohesiveness and, ultimately, stability at risk.32 The appropriate balance between these two elements cannot be defined a priori: the degree to which communities, both majorities and minorities, are assured that their rights are respected and feel that they belong to a common society can change over time and is contextual, depending on a number of factors peculiar to each society, including history, perceptions, and institutional and political regimes. The HCNM has observed that the level of separation between communities can become excessive, and thereby detrimental to the integration of a society as a whole, when it results in isolation, sometimes even to the point of segregation. This holds true even when this separation is self-induced by the community in question. For example, the linguistic rights related to education for persons belonging to minorities, while part of essential minority rights, should not result in parallel and non-interacting communities within a country.33 Where appropriate, and based on demonstrated evidence, authorities should intervene to counter excessive separation and risks of segregation; for example, by establishing integrated school curricula or by adjusting housing policies to avoid the emergence of segregated residential areas. Such policies should not unduly interfere with the respect for identity-related traditions and life styles, as provided for in minority rights. 32 33 See also ICERD, article 2(1), lit. e. Also see Hague Recommendations, especially Recommendations 1 and 4, and the 2006 Advisory Committee’s First Thematic Commentary on Education under the Framework Convention (hereinafter: “Commentary on Education”), especially part 1.4. Guidelines on Integration of Diverse Societies 17