An increase in migrant inflows across various countries has caused rising levels of anti-immigrant sentiment. Anchored in intergroup contact theory, this study examines whether a classroom-based simulation can improve students’ attitudes toward immigrants. A digital simulation of a migratory journey from the Middle East and North Africa was implemented in five Swedish secondary and upper-secondary schools ( N = 148, ages 14–19). Using a repeated-measures design, we assessed changes in attitudes toward immigrants, encompassing political and social tolerance. Data were analysed using Wilcoxon signed-rank tests and hierarchical regression, including moderation analysis. The findings demonstrate that overall tolerance levels improved significantly after the intervention, suggesting that exposure to a simulated migratory experience can foster tolerance. When analysed as separate outcomes, the effect of simulated migration on social tolerance was significantly greater post-intervention, but political tolerance remained statistically insignificant. Hierarchical regression analysis revealed that attitude changes were associated with variations in students’ exposure to the simulation, baseline attitudes, perceived learning, and parental political interest. Additional statistical tests showed that susceptibility to attitude change due to simulated migration may depend on prior knowledge of the reasons for migration. Contributing to a scarce body of research, the study provides insights into the effects and critical considerations when using simulated migratory experiences in educational practice to stimulate positive attitude change. These findings extend the contemporary understanding of the mechanisms at play in the relationship between migration background and attitudes towards immigrants, opening a new line of inquiry into leveraging simulations to improve tolerance. • There are growing concerns about anti-immigrant sentiments in many countries • Understanding migratory experiences increases tolerance towards immigrants • Teachers can foster connections to migratory experiences through simulations • Students’ tolerance for immigrants improved after engaging in simulated migration
Al-Afifi et al. (Sun,) studied this question.