As racism is an ongoing issue for many young people in educational settings, there is a growing need to implement anti-racist pedagogical approaches in Scottish secondary schools. Empirical research demonstrates that intergroup dialogue (IGD) – an anti-racist pedagogical approach – can help to improve outcomes for undergraduate students (Dessel & Rogge, 2008). Yet, little is known about the effects of IGD pedagogy on secondary school-aged young people. This literature review addresses this gap and aims to enhance educational psychologists’ knowledge of IGD pedagogy and its impact on young people’s lives. Findings demonstrate that IGD appears to be an effective pedagogical approach in building positive intergroup relationships, reducing prejudice, and improving young people’s learning about difference and social justice issues. The evidence-base provides a clear rationale for educational psychologists to consider undertaking pilot studies or action research projects on IGD pedagogy in Scottish secondary schools, as it may help to create an anti-racist education.