Exploring teachers’ use of empathy in the classroom to create an inclusive education experience for all

Abstract

This study explores the nature and influence of teacher empathy on the inclusivity of the classroom atmosphere. A qualitative approach was adopted. Semi-structured interviews and classroom observations were conducted with five teachers recruited through a purposeful sample. Thematic analysis led to four global themes that highlight a connection between the application of teacher empathy and the inclusive atmosphere in the classroom. The emergent themes illustrate the five teachers’ common empathic stance being primarily focused on the ‘other’ – i.e. their students. Participants shared how they use empathy both in their interpersonal relationships with students and also in their teaching by adopting the students’ perspectives on life and learning, leading to effective teacher action. The findings indicated that empathy facilitated the development of safe, secure and trusting relationships, it enabled teachers to tune into the students’ learning process, and it seemed to be most evident in dealing with diverse students. The outcomes indicated that an empathic approach to teaching can foster inclusive practice. The study thus leads to recommendations for future research and improvement of teacher education and practice for inclusive education.