Gauging empathy with classroom instruction for secondary students

This study investigated responses of secondary students utilizing photographs, narratives, questions, and classroom discussions as a technique to gauge empathetic reactions and needs of adolescents. A total of 50 Southern California subjects from two classrooms participated in the research presentation over eight days. The students responded by writing their daily thoughts in private individualized journals. Private writing journals can provide a safe forum without peer intervention or influence. Empathy training could possible reduce classroom disruption, bullying tendencies, and increase optimal teaching abilities. Responses from seniors appear to confirm that students believe they could learn more about empathy and tolerance. Keywords: empathy; bullying; aggression; tolerance; resource; journals