METHODS INTRODUCTION Category Definition Example Classroom Level Discussion Addressing exclusion with the classroom, including establishing classroom norms and principles or facilitating class discussions “We discuss as a class how important it is to treat each other with respect because we are all equals.” Individual Level Action Handling instances of social exclusion privately or solely with the individuals involved “I confront the students privately and tell them that is not how we treat other people.” Administrative Support Using programs or resources from administration, including bringing in a counselor for support “I have the counselor come in and provide a lesson about inclusion.” Kaufman, E. M., Glidden, J. T., & Killen, M. (2024). Teachers’ beliefs, values, and likelihood of talking about group-based discrimination. Teaching and Teacher Education, 139, 104444. https://doi.org/10.1016/j.tate.2023.104444 Killen, M., Burkholder, A. R., D’Esterre, A. P., Sims, R. N., Glidden, J., Yee, K. M., Luken Raz, K. V., Elenbaas, L., Rizzo, M. T., Woodward, B., Samuelson, A., Sweet, T. M., Stapleton, L. M. (2022). Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial. Child Development, 93, 732–750. https://doi.org/10.1111/cdev.13785 Skinner, A. L., & Meltzoff, A. N. (2019). Childhood experiences and intergroup biases among children. Social Issues and Policy Review, 13(1), 211–240. https://doi.org/10.1111/sipr.12054 ● Knowledge of teachers’ approaches in addressing intergroup exclusion can inform the development of future school interventions to encourage strategies that reduce bias and increase cross-group friendships. ● Collecting data on a larger scale in the future would allow for a greater understanding of teachers’ strategies in addressing exclusion. FUTURE DIRECTIONS ● Teachers have a powerful impact on children’s attitudes towards inclusion and cross-group friendships (Skinner & Meltzoff, 2019). ● Classroom discussions about social exclusion lead to more cross-group play and positive trait attributions (Killen et al., 2022). ● Previous research has explored teachers’ comfort with discussing discrimination and how perpetuating bias impacts students (Kaufman et al., 2024). ● For this project, our goal was to explore teachers’ reported strategies when addressing intergroup social exclusion in the classroom using data from the Developing Inclusive Youth (DIY) program. ● At post test, teachers in the program condition primarily reported addressing intergroup exclusion at the group level. ● At post test, teachers in the control condition reported addressing intergroup exclusion similarly at the individual and classroom level. ● This could be attributed to the teacher-facilitated group discussions in DIY, leading to more group level discussions and shared classroom norms after the intervention. DISCUSSION PARTICIPANTS ● 3rd-5th grade teachers (N = 29, 79.3% female, 75.9% White) in 6 public schools PROCEDURE ● Utilized data from DIY intervention to increase intergroup friendships and peer inclusion through a web-based curriculum and teacher led discussions. ● Teachers in the DIY program and the control conditions took a pre and post test survey ASSESSMENT ● “If [instances of social exclusion] arise, describe how you address them with students.” THE PROGRAM Do teachers who participate in the DIY program use different approaches than the control group when addressing social exclusion in their classrooms? Teacher Strategies When Addressing Social Exclusion Katy Crispens, Mazelie Passmore, Sheisa Naderi, Nathaniel Pearl, Elise Kaufman, Melanie Killen Human Development and Quantitative Methodology, University of Maryland RESEARCH QUESTION REFERENCES UncodableAdministrative Support Classroom Level Discussion Individual Level Action Control Program RESULTS Proportion of Participants