Changing social emotions through a socio-emotional learning intervention improves the willingness to help an out-group member: a comparative longitudinal lab-in-the-field study in teenagers and young adults in four countries

Although intergroup conflicts negatively affect children’s development worldwide, comparativeresearch on promoting peacebuilding behaviours in teenagers and young adults remains scarce. This longitudinal, comparative, lab-in-the-field study tested the impact of a socio-emotional learning intervention based on Humanitarian Principles (Humanity, Neutrality, Impartiality, Independence) and Values on social emotions (compassion, empathic distress, malicious joy) and on the willingness to help an in- or an out-group member (immigrant or local minority). 96 teenagers and young adults (mean [SD] age: 17.06 [3.56] years; female: 66) in Armenia, Belarus, The Gambia, and Russia were assigned to a three- or five-day intervention in Humanitarian Principles and Values or to a control group. Although there was no overall effect of the intervention on social emotions nor on the willingness to help an in- or an out-group member, an intervention-related increase in compassion and empathic distress predicted an intervention-related increase in the willingness to help an out-group member. We also observe differences between countries. This study highlights the importance of socio-emotional learning interventions in promoting prosocial behaviour in teenagers and young adults from different countries. In addition, this research contributes to the growing body of empirical and policy-oriented work on the implementation of socio-emotional learning and thus contributes to the Sustainable Development Goals 4 (Education) and 16 (Peace).