The present research tests the indirect effects of intergroup contact on adolescents’ bystander intervention intentions via four potential mediators: “empathy,” “cultural openness,” “in‐group bias,” and “intergroup anxiety.” British adolescents (N = 855), aged 11–13 years, completed measures of intergroup (interethnic) contact and the identified indirect variables. Intended bystander behavior was measured by presenting participants with an intergroup (immigrant) name‐calling scenario. Participants rated the extent to which they would behave assertively. The findings extend previous intergroup contact research by showing a significant indirect effect of intergroup contact on assertive bystander intentions via empathy, cultural openness and in‐group bias (but not via intergroup anxiety). Theoretical implications and practical suggestions for future prejudice‐reduction interventions are discussed.

Research on bystanders' responses to bullying shows the valuable contribution that prosocial or defender behaviors can have in reducing bullying in schools. In this article, we propose that a developmental intergroup approach (i.e., a developing understanding of social identities and related intergroup processes) is required to understand fully when and why children and adolescents help bullied peers in diverse contexts. First, we review theory and evidence on intergroup social exclusion to demonstrate the strength of a developmental intergroup approach when understanding responses to complex social scenarios in childhood and adolescence. Then, we review recent evidence that demonstrates the importance of examining group membership, group identity, and group norms to understand children's and adolescents' responses as bystanders in the context of bias‐based bullying. Finally, we consider implications for school‐based interventions and next steps for research.

Results suggest improvement in knowledge, understanding and confidence in parents and school staff that care for children with significant physical postural care impairments.

Researchers and anti-bullying organisations have increasingly turned their attention to the role of bystanders in tackling bullying and peer victimisation (e.g. name-calling). The objective of this study was to develop and assess the impact of a role-play programme designed to strengthen adolescent's defending behaviour to name-calling. This was measured in two contexts: defending intentions in an outgroup name-calling scenario and cyber-defender behaviour in a scripted online peer interaction. Participants (N=121, Mage=12.90 years) were randomly assigned to either a role-play condition or a control condition. Results showed that defender intentions in an outgroup name-calling scenario were higher in the role-play condition, compared to the control; in addition, cyber-defender behaviour was more likely and quicker in the role-play condition, compared to the control. Defender self-efficacy was found to be significantly higher in the role-play condition, and mediated the effect of the role-play programme on defender intentions. Findings also revealed that defender intentions were positively correlated with cyber-defender behaviour, highlighting a link between intentions and behaviour. Implications for theory and practice are discussed.

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