Although research has shown that interventions within educational contexts based on direct, facetoface contact are effective in reducing prejudice, they may be difficult to implement. Recent research has demonstrated that also indirect contact is a useful strategy to improve intergroup relations. In the present work, we focus on three forms of indirect contact which have received consistent attention by social psychologists in recent years: vicarious contact, extended contact, imagined contact. The interventions reviewed support indirect contact strategies as effective and flexible means of reducing prejudice within schools. In the final part of the article, we discuss the theoretical and practical implications of our literature review and provide some suggestions for future research.