Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

Abstract

Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.