Preventing and countering hate speech among adolescents in schools: A pilot study of the HateLess intervention in Italy

As digitalization and polarization increase, hate speech, the verbal hate against a person because of their belonging to a group that is perceived as “other”, has become a matter of heightened concern for both adolescents and educators (Caramellino et al., 2022; Wachs et al., 2021). The exposure to hate speech – both as a target and as a witness – has been shown to negatively impact peer relationships and is associated with heightened emotional distress and anxiety (Wachs et al., 2021). However, a school environment that stimulates students’ reflection on principles such as empathy, equity, and diversity can improve counter speech and critical thinking skills while decreasing the acceptance and occurrence of hate speech (Wachs et al., 2023). The HateLess program, originally developed by Wachs et al., is a school-based intervention designed to empower adolescents to recognize and counter hate speech. Based on theories of moral disengagement (Bandura, 1991), HateLess employs cooperative and norm-challenging activities fostering empathy, critical reflection, and active bystandership. Implementations in Germany have resulted in a more inclusive classroom climate, a decreased tolerance of hate speech, and increased counter speech and support for hate speech victims (Wachs et al., 2021, 2022). This first adaptation of HateLess to the Italian context is of critical importance as recent studies report rising hate speech among Italian youth, particularly online hate speech, with 1 in 2 adolescents having witnessed hate speech and 1 in 4 having been targeted personally (Osservatorio Giovani e Media, 2021; Telefono Azzurro and Doxa, 2022). Germany’s political and socio-cultural environment differs significantly from Italy’s in multiple key aspects, for instance, social norms, diversity of ethnic makeup, and attitudes towards different social groups. Therefore, the main objective of this project is the cultural adaptation of the HateLess program to the Italian school context. More specifically, we intend to conduct a pilot study of the adapted intervention in Italian high schools to assess its feasibility, acceptability, and salience. We will also collect preliminary data on intervention efficacy.