The goal of this clinical trial is to test the beneficial impacts of a web based intervention program called Developing Inclusive Youth for children in 3rd, 4th, and 5th grade. The main questions it aims to answer are: * Does the Developing Inclusive Youth (DIY) program, which is a web-based curriculum tool with a teacher-led classroom discussion, reduce prejudicial attitudes and biases as well as increase intergroup friendships for a sample of 8 -11 year old children enrolled in 3rd , 4th, and 5th grade U.S. classrooms? * Does the Developing Inclusive Youth (DIY) program lead to grade-related, gender-related and ethnic-related differences regarding reducing prejudicial attitudes and increasing intergroup friendships? * Does the Developing Inclusive Youth (DIY) program change teacher attitudes regarding the malleability of prejudice, the importance of intergroup friendships, and comfort levels with discussing social inclusion and exclusion experiences in the classroom? Student participants will take 15-20 minutes to use a Chrome notebook and headphones to access the online tool and the teacher will then lead a classroom discussion lasting 25-30 minutes. The intervention program will occur once a week for eight weeks. The student outcome measures, given at pretest and posttest, are also assessed with Chrome notebooks while children are sitting at their desks in the classroom. The outcome measures take 25-30 minutes. Researchers will compare children in the intervention classes to children in other classes of the same grade at their school to see if the tool promotes positive peer relationships and reduces prejudice and bias. Teacher participants will take a 25-minute online pretest and posttest survey in their classroom to assess their theories of prejudice, their awareness of their students' intergroup friendships, comfort with discussing peer social inclusion and exclusion in class, and their awareness of student experiences of exclusion.
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School Belonging Scale
Timeframe: one week following completion of the 8-week intervention
Classroom Life Scale: Peer Personal Support Subscale Personal Support Subscale
Timeframe: one week following completion of the 8-week intervention
Classroom Life Scale: Teacher Personal Support Subscale
Timeframe: one week following completion of the 8-week intervention
Trait Attributions for Gender, Race, & Ethnicity
Timeframe: one week following completion of the 8-week intervention
High Status Occupation Expectations
Timeframe: one week following completion of the 8-week intervention
Reported Contact Scale
Timeframe: one week following completion of the 8-week intervention
Desire for Intergroup Contact
Timeframe: change, one week following completion of the 8-week intervention
Personal Experiences With Exclusion
Timeframe: one week following completion of the 8-week intervention
Evaluations of Exclusion in Intergroup and Same Group Contexts
Timeframe: one week following completion of the 8-week intervention
Likelihood of Inclusion in Intergroup and Same Group Contexts
Timeframe: one week following completion of the 8-week intervention
Stereotypes About Inclusivity
Timeframe: one week following completion of the 8-week intervention
Stereotypes About Math & Science Competence
Timeframe: one week following completion of the 8-week intervention