Changes in children's empathy following implementation of universal classroom-based interventions: A meta-analysis.
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| Title: | Changes in children's empathy following implementation of universal classroom-based interventions: A meta-analysis. |
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| Authors: | Roberts, Siwan (AUTHOR), Patterson, Christopher (AUTHOR), Burnside, Elizabeth (AUTHOR), Saville, Christopher W.N. (AUTHOR) |
| Source: | Educational & Child Psychology. Aug2026, Vol. 43 Issue 2, p72-92. 21p. |
| Subjects: | Empathy in children, Evidence synthesis, Developmental programs, Children's literature, Primary schools, Storytelling, Social skills |
| Abstract: | Aim(s): There is a growing recognition of the role schools play in nurturing children's social and emotional competencies, of which children's empathy is a key factor. However, limited research has focused on the impact of early intervention programmes on children's empathy development. This meta-analysis aimed to assess the effectiveness of universal classroom-based interventions in enhancing children's empathy. The study sought to examine pre- and post-intervention changes in empathy based on valid and reliable measures. Method/Rationale: A systematic literature search was conducted across peer-reviewed journals from January 2001 to May 2021 (updated in January 2023), focusing on interventions delivered in primary school classrooms. Findings: The search identified 10 studies meeting the inclusion criteria, which were subjected to data extraction and quality assessment using established tools. The analysis revealed a small but significant overall increase in children's empathy following participation in classroom interventions compared to control conditions p < 0.01. However, due to the largest effect sizes being coupled with the smallest sample sizes, caution is exerted in interpreting this finding. Limitations: Despite the positive results, challenges related to study heterogeneity, possible publication bias and methodological limitations were noted. Conclusions: This meta-analysis underscores the potential of classroom interventions in enhancing children's empathy, particularly when storytelling and/or sharing of children's literature is involved in the process. Future research should explore potential moderators of intervention effectiveness and consider extending the focus to older groups of school-age children to better understand developmental differences. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim(s): There is a growing recognition of the role schools play in nurturing children's social and emotional competencies, of which children's empathy is a key factor. However, limited research has focused on the impact of early intervention programmes on children's empathy development. This meta-analysis aimed to assess the effectiveness of universal classroom-based interventions in enhancing children's empathy. The study sought to examine pre- and post-intervention changes in empathy based on valid and reliable measures. Method/Rationale: A systematic literature search was conducted across peer-reviewed journals from January 2001 to May 2021 (updated in January 2023), focusing on interventions delivered in primary school classrooms. Findings: The search identified 10 studies meeting the inclusion criteria, which were subjected to data extraction and quality assessment using established tools. The analysis revealed a small but significant overall increase in children's empathy following participation in classroom interventions compared to control conditions p < 0.01. However, due to the largest effect sizes being coupled with the smallest sample sizes, caution is exerted in interpreting this finding. Limitations: Despite the positive results, challenges related to study heterogeneity, possible publication bias and methodological limitations were noted. Conclusions: This meta-analysis underscores the potential of classroom interventions in enhancing children's empathy, particularly when storytelling and/or sharing of children's literature is involved in the process. Future research should explore potential moderators of intervention effectiveness and consider extending the focus to older groups of school-age children to better understand developmental differences. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2026.43.2.72 |
