Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis

Promoting Classroom Climate and Why it Matters in Anti-Hate Speech Prevention Programs: A HateLess Evaluation Study

Inclusive and supportive classroom environments are essential, particularly during political and societal crises such as wars, disinformation, polarization, and rising populism and extremism. While existing research underscores the importance of such environments, few studies comprehensively examine the impact of anti-hate speech prevention programs on classroom dynamics and students' social development. This study addressed this gap by investigating the direct and indirect effects of the HateLess anti-hate speech prevention program on inclusive classroom climate, classroom cohesion, empathy, and self-efficacy among adolescents. A sample of 820 adolescents aged 12 to 16 years (M = 13.27, SD = 1.04) from 11 German schools was divided into an intervention group (n = 567), who participated in the 1-week program, and a control group (n = 253). Multilevel mediation analyses revealed that, at T2 (1 month after the intervention), the intervention group reported significantly higher levels of inclusive classroom climate, cohesion, empathy, and self-efficacy than the control group. In addition, inclusive classroom climate and cohesion were positively associated with empathy and self-efficacy, and significant indirect effects indicated that the intervention's impact on empathy and self-efficacy was partially mediated through classroom climate and cohesion. These findings highlight the effectiveness of HateLess in fostering inclusive classroom environments and suggest integrating such interventions into school curricula to cultivate supportive learning spaces that empower adolescents to address hate speech effectively.

A Service-Learning Program to Prevent Online Hate Speech Perpetration Among Secondary Education Students: A Pilot Study

The evolution and rapid expansion of online hate speech perpetration (OHSP) behaviors among adolescents toward different groups contrast with the lack of theory-based and empirically evaluated programs targeting this phenomenon. This study, developed by the Spanish Volunteering Platform, contributes to reversing this situation by investigating the impact of a service-learning program to prevent OHSP among students in secondary education. To do so, a cluster-randomized research design was adopted with a sample of secondary school students (n = 60) from two public schools. After the random assignment of each class group to either the intervention or control condition, the service-learning program previously designed was implemented for 3 months. Regression results in model 7 with all predictors and controls yield a significant effect on the variable experimental group = 0.803, p < .05, and gender = 0.987, p < .05, explaining 45.9% of the variance. The effect size for this intervention was 0.42. From a theoretical perspective, participants are moving in the right direction to reduce and/or prevent OHSP behaviors, which demonstrates the theoretical utility of the theory of planned behavior in hate speech research. Finally, several recommendations are made to improve the impact of future replications or adaptations of this program.

Effects of the Prevention Program "HateLess. Together against Hatred" on Adolescents' Empathy, Self-efficacy, and Countering Hate Speech

Currently, there is a lack of empirically evaluated prevention programs targeting hate speech among adolescents. This is problematic because hate speech jeopardizes adolescents' well-being and social integration. To this end, this study aims to evaluate the short-term effects of the newly developed anti-hate speech prevention program, "HateLess. Together against Hatred", on adolescents' empathy, self-efficacy, and counter-speech. Eight hundred and twenty adolescents between 12 and 16 (M = 13.27, SD = 1.04) from 11 German schools participated in this study. More specifically, 567 adolescents participated in the one-week prevention program, and 253 participants were assigned to the control group. Repeated measures ANOVAs showed that HateLess was successful, as there was a significant increase in empathy, self-efficacy, and counter-speech in the intervention group from the pretest (T1) to the posttest (T2) one month after the intervention. In contrast, no changes were found among adolescents in the control group. A multilevel mediation model revealed that the effect of being a member of the intervention group on counter-speech was partially mediated via empathy and self-efficacy. The findings indicate that HateLess is an effective, cost-efficient approach to enhance adolescents' counter-speech directly and indirectly by altering the skills they need to become informed citizens in democratic societies.