Interventions Addressing Current Social Polarization in the School Context: A Scoping Review

Autor/inn/en	Marie Y. Müller; Tara Santavicca; Diana Miconi; Cécile Rousseau
Titel	Interventions Addressing Current Social Polarization in the School Context: A Scoping Review
Quelle	In: Journal of Early Adolescence, 46 (2026) 1, S. 111-146 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Marie Y. Müller) ORCID (Tara Santavicca) ORCID (Diana Miconi) ORCID (Cécile Rousseau)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316251352126
Schlagwörter	Forschungsbericht; Educational Environment; Intervention; Diversity Equity and Inclusion; Social Influences; Political Attitudes; Preservice Teachers; Professional Personnel; School Personnel; Elementary Schools; Middle Schools; High Schools; Colleges; Universities + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss; Political attitude; Politische Einstellung; Personalbestand; Schulpersonal; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; College; Hochschule; Fachhochschule; University; Universität
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01