Children's supportive attitudes toward refugees during the European refugee crisis of 2015

Abstract

Using cross-sectional (n = 340) and longitudinal data (n = 208) collected during the European refugee crisis of 2015, this study examined elementary school teachers' role in the supportive attitudes toward refugees of their students. We focused on teachers' self-reported multicultural attitudes, students' reports of teachers' anti-prejudice norms and their relational closeness to the teacher. Using multilevel analyses, we found that teachers' multicultural attitudes predicted more supportive attitudes toward refugees in October 2015 and an increase in supportive attitudes by February 2016 (Wave 3). We also found cross-sectional and longitudinal evidence for a positive effect of perceived closeness to the teacher. We did not find positive cross-sectional effects of teachers' anti-prejudice norms, and we found negative relations over time. These relations were stronger in classrooms with relatively more non-majority students, presumably due to increased threat perceptions. It is very important for teachers to be aware of such possible adverse effects.