ABSTRACT
Intergroup contact theory and research have benefitted from a long tradition of aca demics focused on understanding children’s experience of intergroup contact. This is a particularly important area of research because children typically spend a large proportion of their lives in educational contexts, where-provided there is sufficient diversity-high-quality contact between members of different social groups is relatively easy to introduce. Furthermore, as structured learning environments, schools are an ideal context in which to implement contact-based interventions. Moreover, when one considers that intergroup attitudes and experiences garnered in childhood provide the building blocks of adult social attitudes and intergroup behaviors (Abrams & Killen, 2014), the value of understanding the experience and impact of contact and childhood is palpable.
