Promoting inclusion via cross-group friendship: the mediating role of change in trust and sympathy

To understand the conditions fostering positive outcomes of inclusive schooling, this two-wave study examined the role of individual change in trust and sympathy for adolescents' cross-group friendships and inclusive attitudes toward students with low academic achievement. Cross-group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (Mage T1 = 11.54 years, Mage T2 = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross-group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling.