Public discourse is increasingly polarised when it comes to contemporary political and controversial issues. The debating climate has been described as an “echo chamber” where we tend to find arguments supporting our own established truths rather than having our horizons broadened. Consequently, the challenge of taking the perspectives of others can be seen in classrooms when political discussions and topics surface within social science education. Teaching offers important arenas for deliberation, but class-rooms can be as homogeneous as online filter bubbles, particularly in highly segregated urban school settings. One way of challenging students’ one-sided views is to engage in, and practise, social perspective taking (SPT), a second-order concept engaging with different cultural and ideological understandings of political issues. This study examines two classroom interventions in an upper secondary school with the aim of contributing with empirical data about the components of SPT and how perspective taking can help students broaden their views on political issues. With a starting point in theory on SPT,students’ interactions and reflections in the classroom, collected in written students’ logs and follow-up interviews, are analysed. The results suggest that SPT segments can influence students’ understanding of standpoints other than their own and increase their engagement in class, but that contextualisation is specifically important in this process.