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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.
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]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Changes in children&#39;s empathy following implementation of universal classroom-based interventions: A meta-analysis.
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  Label: Abstract
  Group: Ab
  Data: Aim(s): There is a growing recognition of the role schools play in nurturing children&#39;s social and emotional competencies, of which children&#39;s empathy is a key factor. However, limited research has focused on the impact of early intervention programmes on children&#39;s empathy development. This meta-analysis aimed to assess the effectiveness of universal classroom-based interventions in enhancing children&#39;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&#39;s empathy following participation in classroom interventions compared to control conditions p &lt; 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&#39;s empathy, particularly when storytelling and/or sharing of children&#39;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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  Data: &lt;i&gt;Copyright of Educational &amp; Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=196475894
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      – Type: doi
        Value: 10.53841/bpsecp.2026.43.2.72
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 21
        StartPage: 72
    Subjects:
      – SubjectFull: Empathy in children
        Type: general
      – SubjectFull: Evidence synthesis
        Type: general
      – SubjectFull: Developmental programs
        Type: general
      – SubjectFull: Children's literature
        Type: general
      – SubjectFull: Primary schools
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Social skills
        Type: general
    Titles:
      – TitleFull: Changes in children's empathy following implementation of universal classroom-based interventions: A meta-analysis.
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            NameFull: Roberts, Siwan
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            NameFull: Patterson, Christopher
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            NameFull: Burnside, Elizabeth
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            NameFull: Saville, Christopher W.N.
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            – D: 01
              M: 08
              Text: Aug2026
              Type: published
              Y: 2026
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              Value: 43
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