The aim of the thesis is to analyze the attitudes on prejudices and discrimination among Polish high school students. It investigates reasons for negative perceptions against minority groups and the role that social work could play in promoting inclusivity. The empirical research, which drew on social identity theory, oppression theory and critical pedagogy investigate the prevalence of prejudices among young people as well as the obstacles that professionals working in both formal and non-formal education encounter. It highlights the role of schools in changing young people's viewpoints and fostering inclusive environments. The research questions focus on the extent of prejudices among students, the experiences and perspectives of professionals, and the potential of Paulo Freire's "Pedagogy of the oppressed" in addressing these issues in Polish educational settings. The study uses a mixed method research design that allows both quantitative and qualitative data analysis. The research identifies key areas of prejudices, expresses the viewpoints of professionals on mitigating prejudices, and investigates the efficacy of current initiatives. The research tests the intergroup contact hypothesis and rejects its efficacy in the Polish educational setting. In conclusion the research presents the guidelines for social workers and educators to combat prejudice and encourage critical thinking among Polish youths.