Empathy Strategies in Secondary Schools: What do Students Say?

• In Event: 2-086 - Moral and Civic Development in Adolescence: Approaches to Interpersonal Conflicts and Societal Issues

Integrative Statement

Adolescents have a strong capacity for empathy and caring towards others, qualities known to inhibit aggression and motivate prosocial behaviors, amongst other positive outcomes (Batson, 2011). Yet very few school programs specifically promote empathy and caring (e.g., Roots of Empathy), and there is a growing need for more meaningful and sustained strategies that do not require considerable time or effort to implement (Jones & Bouffard, 2012). The present study was thus strategically designed to provide middle and high school classrooms with a toolbox of “light lift” empathy strategies. Although the strategies vary (e.g., Random Acts of Kindness, Listening Deeply, Confronting Stereotypes), they all encourage students to have meaningful conversations about personal oftentimes challenging topics. Using pre-post survey data, we examined whether students’ outcomes are linked to various strategy characteristics. We also analyzed open-ended responses to better understand teacher and student experiences.

A total of 60 teachers (82% female; 87% White) from various schools in the U.S. (43% public) enrolled in the project and completed pre-post surveys online; approximately 150 of their students (77% female; 56% White; 57% in middle school) also completed surveys. Shortly following the pre-survey, teachers were given a dozen strategies to choose from, each one containing five 15 minute lessons to be done once a week. Following two implementation cycles, post-surveys were administered at the end of the school year. Pre-post surveys included validated scales such as empathy (Davis 1983) and interpersonal skills (Duckworth, 2017), and post-surveys asked teachers about their implementation (e.g., coverage, quality of each strategy implemented) as well as both teachers and students about their views of the strategies (e.g., what student learned).
A series of regression analyses were run to regress changes in each outcome on an intercept, and changes in each outcome based on strategy characteristics. With the exception of class engagement, teachers reported significant growth in their class climate, as well as their students’ overall empathic concern, perspective taking, helping behaviors, and interpersonal skills. Students reported no changes, but their reports of being impacted (e.g., seeing the value in different perspectives) and how much they learned (e.g., got to know classmates better) from the strategies were linked to significantly higher ratings than average in their empathic concern, perspective taking, and helping, as well as perceived class climate and sense of caring. Teacher’s perceived impact as well as implementation fidelity and quality were not linked to greater growth, likely due to a ceiling effect of positive responses. Thematic analyses of the qualitative data demonstrated comparable teacher/student responses, namely that students gained greater appreciation for others’ feelings and perspectives and being able to share about themselves. Teachers were especially impressed with their students’ vulnerability and being able to see them differently.
The survey data highlight the importance of measuring and reporting on student feedback when assessing ‘program’ impact. The qualitative data also highlight both students’ and teachers’ desire for more meaningful interactions. Limitations and implications will be discussed, including the need to test individual strategies and specific mechanisms of change using experimental design.

Authors

• Milena Batanova, Making Caring Common, Harvard University, Graduate School of Education
  Presenting Author

• Joseph McIntyre, Harvard University
  Non-Presenting Author