Teacher Empathy and Its Role in Perceptions of and Experiences With Student Problem Behaviors

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Teachers' Perspectives on Emotions, Social and Emotional Learning, and Student Behavior

Abstract

Managing problem behaviors in the classroom has been the focus of many interventions, yet remains an unsolved issue. Teachers’ ability to empathize with their student’s perspective and life experiences could impact the approach and solution to the student’s problem behaviors. No school-based empathy measure existed, so a current empathy measure was adapted for school contexts. Preliminary analyses indicate that teachers’ levels of both cognitive (perspective taking) and affective (emotional concern) empathy are significantly correlated with attitudes toward and beliefs about student problem behavior. These findings have implications in supporting teachers in effective classroom behavior management in a way that may also positively impact the student’s development.

Authors

• Mackenzie N. Wink, University of Connecticut - Storrs

• Maria D. LaRusso, Harvard University