School-based interventions to improve intergroup relations from early childhood to adolescence

From the age of four, a considerable proportion of children’s waking hours are spent at school. Accordingly, schools serve as natural labs for the study of both prejudice and prosocial behaviours, and could reveal unique opportunities for the promotion of improved intergroup relations among children and adolescents. This chapter explores the changing nature of intergroup relations across formal schooling, wherein particular attention will be given to settings with a history of intergroup tension. The growing capacity of the school setting as a means of promoting positive intergroup relations will be discussed with reference to three developmental stages and their associated intergroup outcomes: preschool/early childhood (ages 3-5), primary school/middle childhood (age 6-11), and high school/adolescence (ages 12-18). Specifically, this chapter will review evidence of early-emerging prosocial behaviours such as helping and sharing during the preschool years, particularly in lower-and-middle-income countries. The potential role of primary schools in reducing prejudice and intergroup tensions, while enhancing respect for diversity will be considered. Regarding the adolescent period, the ability of school-based interventions to promote greater civic engagement and encourage tangible, structural change will be explored (The ProCiviCo programme). Barriers to successful implementation of robust school-based interventions (e.g., random assignment, generalisability, application across different types of schools) will be examined. The chapter will conclude by pointing to best practices that could be considered and adapted according to varied school settings and contextual realities.