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Indirect forms of intergroup contact have been shown to reduce prejudice. However, little is known about the factors that can contribute to implementing these methods as interventions in real‐life settings. In this study, we examined whether the students' perception of the facilitator's engagement in carrying out a school‐based vicarious contact intervention affects the effectiveness of the intervention among adolescents in Finland (N = 360), Italy (N = 113), and Slovakia (N = 216). As a result, the participants who perceived the facilitator as highly engaged held more positive intergroup attitudes after the intervention than those perceiving the facilitator less engaged. The results are discussed in relation to social and developmental psychological research on normative influences in adolescence and intergroup contact literature, in which normative support from authorities is considered to contribute to the extent to which contact reduces prejudice. By stressing the role of the facilitator, the results contribute both theoretically and practically to the understanding of the successful implementation of prejudice‐reduction programs. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]