How Do Teacher Caring and Sense of Belonging Influence Early Adolescent Development of Prosocial Skills?

• In Event: "Empowering Youth With Moral Education" SIG 67: Moral Development and Education, Paper Session

Abstract

Schools can be supportive environments for early adolescents to develop crucial prosocial skills. This study explored the extent to which school experiences (teacher-caring, sense of belonging) related to changes in prosocial skills (cultural respect, empathy, compassion, integrity). Participants (N=258) responded to surveys at six timepoints over two years. We used multilevel longitudinal change models to investigate the development of prosocial skills over two years. Teacher-caring was related to students’ cultural respect, empathy, and integrity at baseline, although not related to change. Sense of belonging was related to empathy, compassion, and integrity at baseline. Furthermore, belonging was positively associated with the growth of compassion. The work has important implications for middle schools in efforts to support prosocial skill development.

Authors

• Allison Rae Ward-Seidel, University of Virginia

• Sara E. Rimm-Kaufman, University of Virginia

• Bethany A. Bell, University of Virginia

• Lia E. Sandilos, Lehigh University