The program led to improved norms of tolerance among participants, although much of this improvement appears attributable to the nature of the social interactions created by the program and the generic prompts to get subjects to think critically rather than the BIT curriculum itself. The BIT program successfully improved participants’ skills and competence to intervene in a potentially effective way when presented with scenarios of aggression, with similar caveats suggesting these effects are partially driven by social interactions within the program. The BIT program also improved participants’ eagerness and confidence to act when they witnessed intolerance, and these effects appear mainly to be derived from the content of the BIT curriculum itself. Finally, we find the BIT program increased participants’ willingness to intervene (the primary outcome of interest, as measured by behavioral intentions in response to vignettes) in a variety of perpetrator-victim scenarios. Importantly, the curriculum was able to increase tolerant attitudes not only towards groups directly addressed by the curriculum (women, non-Muslims), but also in an area our implementing partner deemed too controversial to include, namely LGBT rights.
