There are currently more than twenty-two million refugees in the world, over half of whom are school-aged children (UNHCR, 2018). Integrating these children into their new communities can be a challenging process that carries significant implications for both their personal well-being (Fazel, Reed, Panter-Brick, & Stein, 2012) and the establishment of long-term harmonious intergroup relationships (Esses, Hamilton, & Gaucher, 2017). Consequently, it is imperative that refugees enter welcoming and supportive environments. Children resettled in high-income countries tend to receive support that fulfills their basic material needs; however, there is a serious lack of provision to sustain their social-emotional well-being. One of the most important factors in promoting their social-emotional well-being is establishing supportive relationships with host-society children (Fazel, 2015). Within the broader context of peace psychology, positive intergroup relations in childhood are considered to be fundamental in the establishment of long-term peace (Christie, 2006). Despite this fact, investment in programs which prepare host-society children to engage meaningfully with their new peers is largely lacking. Although there is a widespread assumption that enhancing children’s intergroup empathy could be an effective intervention strategy for promoting positive intergroup relations (Aboud & Levy, 2000; Nesdale, Griffith, Durkin, & Maass, 2005), this claim is largely unsubstantiated. This chapter aims to address this claim by outlining the empathyattitudes-action model (Batson, Chang, Orr, & Rowland, 2002) and demonstrating