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Developmental psychology researchers who investigate the multifaceted nature of prejudice, shown within everyday peer interactions, emphasize the importance of creating inclusive environments for children where equity and justice are promoted. This article uses the Social Reasoning Developmental (SRD) model to explore how children and adolescents reason about social inclusion and exclusion, drawing on moral, social group, and psychological considerations. The role of bystanders in challenging social exclusion is highlighted, with a focus on promoting proactive bystander intervention to create inclusive environments. This review identifies age, group identity, group norms, intergroup contact, empathy, and theory of mind as key influences on children's and adolescents’ bystander reactions. It emphasizes that interventions promoting inclusive peer and school norms, confidence in intergroup contact, empathy, and social perspective-taking can foster inclusive environments and empower bystander action that challenges intergroup social exclusion.
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This content will become publicly available on December 1, 2026
Developing inclusive youth: children’s moral reasoning predicts inclusive orientations
Abstract This study examined how children’s moral reasoning in response to intergroup exclusion scenarios relates to inclusive attitudes and behaviors. A sample of 528 students (Mage= 9.19,SD = 0.90; 264 girls) in third through fifth grade participated in theDeveloping Inclusive Youth(DIY) program, which provided structured opportunities for moral reasoning through varied intergroup scenarios and peer discussions. Results showed that more frequent use of moral reasoning predicted greater inclusivity across multiple measures. Children who engaged in higher levels of moral reasoning demonstrated more negative evaluations of exclusion, greater empathy toward peers from multiple racial groups, and a stronger desire to play with those peers. However, moral reasoning was not significantly associated with expectations for inclusion or with attitudes toward boys or girls. No significant interactions emerged between moral reasoning and participant demographics (race, gender, grade), suggesting broadly applicable effects. These findings highlight moral reasoning as a key mechanism for promoting inclusive orientations in childhood, particularly in contexts involving racial diversity. Future research should explore how moral reasoning interacts with other factors, such as empathy, perspective-taking, and group norms, to support inclusivity across social contexts.
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- Award ID(s):
- 1728918
- PAR ID:
- 10636158
- Publisher / Repository:
- Sage Publishing
- Date Published:
- Journal Name:
- Social Psychology of Education
- Volume:
- 28
- Issue:
- 1
- ISSN:
- 1381-2890
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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