As the arrival of refugees and asylum seekers continues to increase, schools continue to become a vital center for children to develop positive intergroup attitudes. Teacher-led activities can become useful tools in sustainable prejudice reduction. A field intervention incorporated normative in-group influence with imagined intergroup contact to reduce children's anti-refugee bias. Ten primary school classes (N = 269, M_age = 10.69 years) were randomly assigned to one of four conditions: (a) class norm-framed imagined contact (n = 88), (b) family norm-framed imagined contact (n = 49), (c) religious in-group norm-framed imagined contact (n = 51), or (d) standard (n = 80) imagined contact. Teachers facilitated a series of four imagined contact activities over 4 weeks, with anti-refugee bias measured at baseline and 2 weeks after the final activity. Imagined contact framed in the class context was associated with significantly lower post-intervention contact intentions bias as compared to standard imagined contact. There were no significant effects of family or religion norm framed imagined contact conditions. Findings are discussed in relation to the feasibility of teacher-led school-based interventions and the importance of a supportive normative context in the classroom for anti-refugee bias.

随着难民和寻求庇护者的到来不断增加，学校继续成为儿童培养积极的群体间态度的重要中心。教师主导的活动可以成为可持续减少偏见的有用工具。一项实地干预将规范的群体内影响与想象中的群体间接触相结合，以减少儿童的反难民偏见。十个小学班级（N  = 269，M_年龄 = 10.69 岁）被随机分配到四个条件之一：（a）班级规范框架想象接触（n  = 88），（b）家庭规范框架想象接触（n  = 49), (c) 宗教团体内规范框架想象的接触 ( n  = 51), 或 (d) 标准 ( n = 80) 想象中的接触。教师在 4 周内促进了一系列四项想象中的接触活动，在基线和最终活动后 2 周测量了反难民偏见。与标准的想象接触相比，在课堂环境中构建的想象接触与干预后接触意图偏差显着降低有关。家庭或宗教规范框架想象的接触条件没有显着影响。研究结果讨论了教师主导的基于学校的干预措施的可行性以及课堂上支持性规范背景对反难民偏见的重要性。