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An empathy intervention reduces the gender gap in school discipline and facilitates belonging

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journal contribution
posted on 2025-01-31, 12:03 authored by Lewis Doyle, Peter R Harris, Matthew EasterbrookMatthew Easterbrook

School disciplinary sanctions increase sharply during adolescence, with students from certain backgrounds disproportionately affected. Strong teacher–student relationships that cultivate trust, respect and empathy may be essential to buffer against these changes. This quasi‐experimental longitudinal field study trialled a brief empathic mindset intervention with teachers in English secondary schools and examined its effect on their students’ (N = 1347) behaviour records and perceptions of schooling. The intervention was associated with a greater sense of school belonging and a reduction in sanctions (particularly for boys), thereby signalling the importance of making students feel heard and respected.

History

Publication status

  • Published

File Version

  • Published version

Journal

European Journal of Social Psychology

ISSN

0046-2772

Publisher

Wiley

Department affiliated with

  • Psychology Publications

Institution

University of Sussex

Full text available

  • Yes

Peer reviewed?

  • Yes