This article reports on the results of an intervention to promote the reintegration of Yezidi children and youth in the Kurdistan Region of Iraq, who had been in ISIS captivity or were displaced by ISIS, by increasing their cognitive complexity through experiential learning. The article explores the challenges faced by this demographic, including trauma and exclusion. It looks at the impact of a group-based curriculum designed to increase cognitive complexity (measured by integrative complexity), and discusses how the intervention addressed socio-cognitive needs in order to support reintegration. The intervention was piloted with young people associated with ISIS and those displaced by ISIS. Participants were thirty-three Yezidi males. Ages of participants ranged from 12-26 (Mean age = 17.77; SD = 3.69). Pre and posttest results show significant gain in IC in the overall sample (Cohen’s d = 1.76, 95% CI -1.86, -2.35). Both cohorts showed significant gain, with a slightly higher gain among the cohort of internally displaced persons. Participants gained important skills such as increased empathy and emotional regulation. Implications for additional uses of this approach are discussed.