Exploring facilitators and disruptors of polarization during adolescence within contested settings: a case study of catholic and protestant youth in Northern Ireland

Today’s adolescents must find ways to engage in a shared reality, especially in settings marked by intergroup conflict, as a prerequisite for reducing conflict and building collective solutions to societal problems. Polarization processes (epistemic) have been notably overlooked within this critical developmental period. This qualitative case study addresses this gap by identifying key socializing actors and settings within established theoretical frameworks (Ecological Systems Theory, Social Identity, and Intergroup Contact) using in-depth interview data from 45 Catholic and Protestant adolescents living in post-conflict Northern Ireland. Inductive analysis was conducted with the interview data. Findings reveal the importance of family, friends, school, and media as intersecting socializing actors for adolescents. Intergroup contact among peers from different ethno-religious backgrounds disrupted adolescents’ engagement in polarizing and divisive rhetoric. Lastly, adolescents perceived educational actors and settings as less influential than their personal connections to peers and family. Directions for future research leveraging intergroup contact to enhance adolescents’ information networks and educational interventions are discussed.