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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 

The Developing Inclusive Youth program is a classroom based, individually administered video tool that depicts peer based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third, fourth, and fifth grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.