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In a world that often feels increasingly divided, teaching children compassion is more crucial than ever. Compassion, the ability to empathize with others and act with kindness, lays the foundation for a more empathetic and understanding society. As parents and educators, it is our responsibility to nurture this quality in the young minds entrusted to our care.
Kohler-Evans & Barnes (2015) state that “In a compassionate school, discipline practices are empathized and effective. All staffs, students and community members have access, voice, and ownership in this environment. This initiative helps to collect data about vulnerable students to make a continuous improvement.” Feeling empathy to others, responding the story of anybody with kind heart become a daily practice if schools take initiative on it.
Youngsters who experience compassion are more likely to grow up to be cooperative, diverse, and socially conscious adults. They have the tools necessary to forge stronger bonds with one another, make meaningful contributions to their communities, and make the world more welcoming.
Jazaieri (2018) highlights that “It is proved wrong that young children do not suffer from mental stress, where problems in their family can be a major cause for their stress. Daily compassion practice improved their activities and connections to others to a significant level” A good school environment can be a solution for this problem. Where children will find a field to refreshen their body and soul.
I personally trust that from childhood our educators and parents should be aware of how we are dealing with ourselves and with the community. Children who are empathetic have a tendency to have higher emotional intelligence, which supports resilience and mental health in general. Prosocial behaviors like volunteering and helping others are more common among them, and they are also better able to handle stress. In school environment, children meet people of their age where sharing stories and emotions are more effective to get them prepared for future kind human beings.
References
Kohler-Evans, P., & Barnes, C. D. (2015). Compassion: How Do You Teach It? Journal of Education and Practice, 6(11), 33-36.
Jazaieri, H. (2018). Compassionate education from preschool to graduate school: Bringing a culture of compassion into the classroom. Journal of Research in Innovative Teaching & Learning, 11(1), 22-66.
When I read your text, the first question that came to my mind was: how? How are we going to make people who were not raised with compassion become compassionate? The pain experienced in childhood is often reproduced in parenting. This is complex and only a few people have managed to heal their childhood, their upbringing, their relationship with their parents or with others.
This is a significant challenge because behavior patterns and attitudes formed in childhood tend to be deep and persistent. People who grew up in environments lacking compassion and support may find it especially difficult to adopt a self-compassionate mindset. However, it is not impossible.
First, education and awareness are critical. Exposing people to the idea of self-compassion, as presented in the work of Neff and Davidson, can be a starting point. Compassion-focused workshops, courses, and therapies can provide tools and techniques for cultivating this skill. People need to learn to identify and challenge their negative thought patterns and replace them with kinder, more sympathetic thoughts.
In addition, social support plays a crucial role. Surrounding oneself with a community or support group that practices and promotes compassion can be very beneficial. Positive interpersonal relationships can help reprogram the mind to be more compassionate and less judgmental.
Therapy is another valuable resource. Therapists can work with individuals to explore and heal childhood wounds, providing a safe space to process pain and develop new ways of relating to self and others. Cognitive behavioral therapy, acceptance and commitment therapy, and compassion-focused therapy are some of the modalities that can be effective.
In addition, the practice of self-compassion is not limited to the mind. Incorporating physical self-care practices, such as yoga, meditation and mindfulness, can help integrate compassion into daily life. These practices can reduce stress and anxiety, and foster a sense of well-being and connection with oneself.
Can someone without a compassionate upbringing become compassionate themselves? It’s tough—childhood experiences shape us. But there’s hope!
Education is key. Workshops and therapy can teach us to identify negative thoughts and replace them with self-compassion. Surrounding ourselves with supportive people who practice compassion can also retrain our brains. Additionally, therapy can help heal past wounds and develop new ways of relating to ourselves and others. Even mindfulness practices like yoga and meditation can cultivate compassion within us. It’s a journey, but a worthwhile one.
Kohler-Evans & Barnes (2015) and Jazaieri (2018) indeed provide valuable insights into how a compassionate environment can significantly impact children’s development. It is encouraging to know that initiatives in schools can foster empathy and inclusivity, helping students become more socially conscious and resilient.
I agree that parents and educators have a significant responsibility in this regard. By modeling and encouraging empathetic behaviours, we can help children develop higher emotional intelligence and better stress management skills. It is inspiring to think about the long-term positive effects this can have, not just on individual children, but on society as a whole.
Creating environments where children can share their stories and emotions is crucial. These experiences help them learn to understand and support each other, laying the groundwork for a more compassionate future.
Thank you for reinforcing these ideas and for your commitment to nurturing empathy in young minds.
Excellent discussion on how skills for self-compassion and compassion for others can enhance emotional intelligence. It is incumbent on our school system and educators to make space for students to explore this practice. These skills can increase resilience in our students to become healthy individuals and lifelong wellbeing.