Does Intergroup Contact Increase Children's Desire to Play With Diverse Peers and Reduce Experiences of Social Exclusion?

Reducing prejudice in childhood requires changing group norms that often perpetuate prejudicial attitudes and in-group bias. Research has shown that intergroup contact is one of the most effective means to reduce prejudice. Yet little research has examined whether intergroup contact in the form of class discussions that challenge negative group norms might promote the desire to play with diverse peers. This study tested whether a classroom intervention program, Developing Inclusive Youth, which included experiences of direct and indirect contact, would increase children's desire for contact with diverse peers and reduce reported experiences of social exclusion. A multisite randomized control trial was implemented with 983 students (502 females; 58.5% White; Mage = 9.64 years) and 48 teachers in 48 third-, fourth-, and fifth-grade classrooms across six schools. Overall, students in the program displayed more positive expectations about play with diverse peers and fewer experiences with social exclusion. Classroom discussions involved challenging group norms that perpetuate same-group preferences. Children's grade moderated their desire for contact with peers from some but not all social groups. This type of program may be an effective means for increasing positive, inclusive group norms in childhood, as this is a time in development when attitudes and preferences for peer friendships are forming. Increasing positive intergroup norms in the classroom creates academic learning environments that promote healthy child development. Public Significance Statement A central and important question is how to reduce prejudice and bias in schools and to create inclusive classrooms that reflect mutual respect and intergroup friendships. Reducing prejudice in childhood requires changing group norms that often perpetuate prejudicial attitudes and in-group bias. Research has shown that intergroup contact is one of the most effective means to reduce prejudice. Yet little research has examined whether intergroup contact in the form of class discussions that challenge negative group norms might promote the desire to play with diverse peers. When children experience peer-based social exclusion from groups, the outcome is debilitating. Experiences of exclusion and discrimination from one's peers can result in long-term negative consequences including anxiety, depression, and a lack of motivation to attend school, contributing to mental and physical health disparities.This study