This chapter presents the research findings and evaluates the development, delivery, and impact of the TEEMA Resources (teaching materials grounded in social psychology and sociology) designed to foster tolerance, ethnocultural empathy, and critical thinking among secondary school pupils in Wales. Drawing on semi-structured interviews with four teachers from two contrasting contexts (a culturally homogenous Valleys School and a more diverse Urban School), three expert practitioners (a Youth Worker, a Diversity Trainer, and a Prevent Coordinator), pupil focus groups, and ASEE questionnaire data, the research explores both pedagogical value and contextual challenges. The findings indicate that the TEEMA Resources are well-aligned with Welsh educational policy (including PSE, ESDGC, and the Welsh Baccalaureate) and were positively received by teachers and pupils, generating high levels of engagement, discussion, and self-reflection. Teachers reported evidence of improved critical thinking and empathy, with pupils able to relate concepts such as conformity, labelling, and in-group/out-group dynamics to their own experiences. However, factors such as limited intercultural contact and home influences were identified as barriers to sustained attitude change. Experts highlighted gaps in provision for lower-ability students, NEETs, Pupil Referral Units, and youth offender settings, suggesting the possible adaptation of the resources for informal and alternative learning environments. Across both school contexts, the research supports the use of interactive, relatable, and non-targeted materials to address prejudice while underlining the need for repetition, cross-curricular integration, and teacher training. The study concludes that teaching social psychology and sociology through accessible resources is a valuable strategy for promoting tolerance and community cohesion in education settings.