This qualitative study used classroom observations, teacher and student interviews, and document analysis to examine the degree to which peacebuilding dialogue processes were implemented in 3 elementary school classrooms and how diverse students, particularly newcomer immigrants, experienced these pedagogies. The study critically examines how ethnocultural minority immigrant students aged 9 to 13 responded to conflictual issues pedagogies and discussions and how such pedagogies facilitated inclusive spaces for all students to participate in the curricula. The study's results show that when content was explicitly linked to students' identities and experiences, opportunities for democratic peacebuilding inclusion increased. In this research, diverse students' classroom participation was influenced by various peacebuilding pedagogies, particularly when teachers engaged with conflictual issues in ways that encouraged students to develop acceptance and empathy for other perspectives. Using peacebuilding dialogue pedagogies to guide curriculum engagement with alternative viewpoints may contribute to diverse students' inclusion in the classroom.