Moore, Sophia V.Holloway, Hannah J.Rumberger, JonquilForbes, Marley B.Kilby, ElenaDevelopmental science research has demonstrated age-related changes in children’s use of social and moral reasoning in contexts of intergroup social exclusion. Intergroup social exclusion refers to rejecting someone because of their group identity such as gender, race, and SES. Prior research has identified these patterns by individually interviewing children about their evaluations of different forms of social exclusion. What has not yet been examined is how children spontaneously reason about intergroup social exclusion in classroom-wide discussions. The present study addressed this gap by audio-recording teacher-facilitated classroom discussions that followed the use of an online tool depicting hypothetical intergroup exclusion scenarios once a week for eight weeks. Participants were ethnically and racially diverse 8- to 11-year-old elementary school students attending U.S. public schools in the Mid-Atlantic region, N = 522, N = 30 classrooms. The present study uses a smaller subset of the original sample, N = 6 classrooms. Three reasoning categories were analyzed for this project: moral (fairness, equity), group identity (ingroup preferences, group functioning) and psychological (personal choice). Preliminary analyses suggest age-related differences in children’s reasoning during discussions about race-based exclusion. Fifth graders referenced psychological reasons more often than third graders, who referenced mostly moral reasons. Quantitative analyses will elaborate further on these findings in the poster. These novel findings have broader implications for reducing prejudice and improving intergroup relations in childhood using school-based interventions.en-USHuman Development and Quantitative MethodologyEDUCSocial and Moral Development LabMaryland Summer ScholarsChild PsychologyElementary SchoolRace/Ethnicity InclusionOther