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Creating Inclusive Environments: Enabling Children to Reject Prejudice and Discrimination

Rutland, Adam, Cameron, Lindsey, Killen, Melanie (2024) Creating Inclusive Environments: Enabling Children to Reject Prejudice and Discrimination. Annual Review of Developmental Psychology, 6 (1). pp. 203-221. ISSN 2640-7922. (doi:10.1146/annurev-devpsych-120920-041454) (KAR id:108207)

Abstract

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.

Item Type: Article
DOI/Identification number: 10.1146/annurev-devpsych-120920-041454
Uncontrolled keywords: social inclusion, prejudice, children, adolescents, bystander, intervention
Subjects: B Philosophy. Psychology. Religion
B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Funders: University of Kent (https://ror.org/00xkeyj56)
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 25 Mar 2025 09:25 UTC
Last Modified: 10 Apr 2025 09:10 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/108207 (The current URI for this page, for reference purposes)

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