Abstract
The current climate in schools is increasingly polarized, mirroring the social and political tensions at the meso- and macro-levels of society. This relatively recent phenomenon calls for school-based interventions, yet the existing empirical evidence is still scant. This scoping literature review aimed to provide an overview of existing studies that critically and/or empirically appraise interventions implemented at the intersection of social polarization and Diversity, Equity and Inclusion (DEI) in the school setting. It examined interventions both for students of all grade levels and ages and for pre- and in-service school professionals. A total of 60 studies were eligible for inclusion in this review. While student interventions involving arts-based methods, simulation approaches, and skill training appeared to be particularly promising, policy-oriented and didactic interventions yielded mixed results. These preliminary results suggest that school interventions facilitating expression and agency may have fewer adverse outcomes than more prescriptive approaches.
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