The present study developed a brief school-based intervention focused on raising awareness about Cerebral Palsy. To assess the effectiveness of the intervention, 91 classes from the fourth and fifth grades were randomly assigned to one of three conditions: Control, Focused on the Domain (Cerebral Palsy), and Non-Focused on the Domain (promotion of inclusion in general). Groups were assessed in three waves: pre-test, post-test, and follow-up. Data from this longitudinal cluster randomised trial showed the efficacy of this brief intervention in decreasing reported social distance and increasing positive attitudes towards individuals with Cerebral Palsy. Results from the Focused on the Domain Group were more positive than the Non-Focused on the Domain Group. Implications for educational practice are discussed.