Inclusive psychology pedagogy is linked to increased belonging and reduced prejudice toward consensually nonmonogamous relationships.

Students enrolled in an elective psychology course entitled Relationship Science, which emphasized inclusive curricula focused on relationship diversity, completed pre- and postcourse assessments of attitudes toward consensually nonmonogamous (CNM) relationships, relationship skills (e.g., constructive communication), and classroom belonging. Given the established literature on lesbian, gay, bisexual, transgender, queer+-inclusive pedagogy, attitudes toward lesbian, gay, bisexual, transgender, queer+ individuals were also measured. Comparisons of pre- and postcourse assessments revealed significant reductions in stigma toward individuals engaged in CNM, alongside increased acceptance of CNM relationships more broadly. Students also reported increases in relationship skills and classroom belonging over the course of the term. Conversely, acceptance of lesbian, gay, bisexual, transgender, queer+ individuals did not significantly change from pre- to postcourse assessments. These findings suggest that inclusive relationship science curricula may meaningfully attenuate prejudice toward CNM relationships while simultaneously fostering students’ interpersonal competencies and sense of academic community.