Fostering Empathy in the Classroom: Key Takeaways from the AGIS Conference

In September 2024, teachers from the Early Years, Primary Years, and Secondary Years at IS Ruhr attended the AGIS Conference, with “Empathy” as a theme this year. The Association of German International Schools (AGIS) is a network that brings together international schools across Germany to share knowledge, best practices, and resources. This year’s conference focused on the importance of empathy in education, offering practical strategies for educators to implement in the classroom. To better understand how the conference impacted our colleagues who attended, we interviewed them to find out more! In this blog post, they share their key takeaways, how empathy is shaping their approach to teaching and supporting students, and why empathy is so important in our diverse international community. Read on to learn how these reflections are shaping their approach to fostering a compassionate learning environment.

Q1: What were your key takeaways from the training on empathy, and how has it changed your perspective on teaching?
Ms Kirsty: Understand that each person comes to school that day with different levels of stress. Some may have had a wonderful morning. Someone may have been in or observed an argument. Someone may be losing a family member. Understand that people’s needs and behaviours will differ according to what is happening in their life right now.
Ms Marga: Sometimes, people simply need someone who will listen without judgment. When someone shares their struggles with you, ask how you can support them rather than jumping in with solutions. A simple “I’m here for you” or “What do you need right now?” can make a significant difference and show that you genuinely care about them.
Ms Yuni: The importance of understanding students’ unique perspectives and the role of empathy in building a supportive classroom community. Creating an inclusive and respectful learning environment.
Ms Rebecca: This was key: direct action that you can take a person and educator. Actively seek out unique and challenging perspectives (be aware of the digital echo chamber). Create habitual check-ins with your team/class – be curious but respectful. Choose your environment carefully when building connections/developing empathy Model vulnerability (within reason) and you can help model empathy. Offer (or find) varying and conflicting perspectives/viewpoints – empathy isn’t about agreeing, it’s about having enough viewpoints to make the right decision . Look at the tools/events you’re already using – add stories and diverse perspectives into these.

Q2: How do you plan to integrate empathy into your teaching (Early Years, Primary Years, Secondary Years)?
Ms Kirsty: We have implemented a calm tool box and area in EY3 where children can go if they need some personal space to calm down or be alone.
Ms Marga: I am thinking of using the template (“How to Work Best with Me”) from Ms Rebecca´s sessions. This will be posted in the classroom.
Ms Yuni: In Grade 2, I use stories, and discussions to help students recognize and respect others’ feelings and experiences. Regular reflective activities will also encourage them to consider the impact of their actions on others.
Ms Rebecca: As part of my inclusion teaching as well as striving to have empathy at the heart of all my interactions with students, staff and the community.

Q3: Were there specific strategies or methods that you found helpful for fostering empathy in students?
Ms Kirsty: Showing simple videos that give a glimpse of how others’ lives are, and that some people face problems such as hunger and illness. This helps the children to refelct on their own lives and discuss problems they may need help with or empathise that others may have difficulties they face each day.
Ms Marga: In my Grade 8 English class, I have students rewrite scenes from our current book from different characters’ perspectives. This activity enhances their empathy and understanding of character motivations, showing them that every story has multiple viewpoints. It not only improves their literary analysis but also fosters appreciation for diverse perspectives in real life.
Ms Yuni: Exercises and modeling empathetic language are effective ways to help students understand and express empathy.
Ms Rebecca: Yes, sharing a video, picture or sound track and reflecting on how the students feel before and after engaging with it. What do they have in common with others?

Q4: In your opinion, how can parents support the development of empathy at home to reinforce what is taught at school?
Ms Kirsty: When a child has had conflicts with other children, recognise that each child may have issues they are facing that they do not know about. To support their child in facing issues and problems and supporting them with problem-solving techniques to be able to work through these situations themselves.
Ms Marga: Parents can help build empathy at home by encouraging their children to share their feelings, knowing that they are being listened to and understood.
Ms Yuni: Parents can encourage empathy at home by discussing feelings openly and modeling empathetic behavior in everyday situations, which reinforces what students learn at school.
Ms Rebecca: Parents can encourage empathy at home by sharing a range of view points and perspectives with their children.

Q5: Why do you believe it is especially important to teach and promote empathy within the context of an international school?
Ms Kirsty: We have many cultures in our community and it is a perfect setting to learn respect and understanding of the many different languages, religions, races, traditions etc.
Ms Marga: In a multicultural setting, misunderstandings can easily arise. Empathy helps students navigate cultural differences and resolve conflicts peacefully.
Ms Yuni: Empathy is essential in an international school as it helps students appreciate and understand diverse backgrounds, cultures, and perspectives, fostering a respectful, globally-minded community.
Ms Rebecca: Because students are interacting everyday with members of our school community who have very different life experiences and come from all over the world.