Science Teachers' Perspectives on Empathic Teaching and Social-Emotional Learning

Science classrooms have long been viewed as places where the mind is sharpened, a space dedicated strictly to facts, formulas, and the mechanics of the natural world. For decades, the focus was almost entirely on whether a student could correctly identify a chemical reaction or explain the laws of motion. However, a growing understanding in education suggests that learning does not happen in a vacuum. It is deeply intertwined with how a student feels, how they connect with others, and whether they feel safe enough to take intellectual risks. This broader approach, often called social-emotional learning, posits that a student's ability to manage their feelings and build relationships is just as critical to their success as their ability to memorize a textbook. Within this shifting landscape, a specific quality of the teacher has come under new scrutiny: empathy. In this context, empathy is not merely feeling sorry for a student; it is the professional capacity to truly understand a student's perspective, their background, and their emotional state, and to use that understanding to shape how science is taught.

Researchers at Morgan State University and the University of the Sunshine Coast wanted to know how experienced science teachers actually think about this concept. While empathy is often discussed in general education, there is very little research on how it plays out specifically in science classes, where the pressure to cover complex content can be high. To explore this, the team conducted a small, in-depth study involving two veteran science teachers. One taught physical science to high school students, and the other taught agricultural science to college-level students. Both had more than five years of experience and were known for their dedication to supporting their students' emotional and social growth. The researchers sat down with them for thirty-minute conversations, asking them to describe what it means to teach with empathy and how it helps students learn science and prepare for life.

The teachers did not describe empathy as a soft skill that sits apart from the hard work of teaching. Instead, they portrayed it as a fundamental part of their instructional strategy. The first thing they emphasized was the need to understand the emotional experiences of their students. One teacher, who taught at the high school level, explained that a deep understanding of a student's personal and social life is critical. She noted that learning cannot truly happen unless a teacher consciously creates a safe space where students feel valued. The other teacher, working with college students, added that empathy goes beyond just sympathizing with a student's trouble; it involves taking compassionate action, such as providing help when a student has a specific need. For both, recognizing the feelings and challenges a student brings into the room was the foundation for building a relationship where learning could occur.

This understanding extended to the students' backgrounds and their lived experiences. The teachers described the importance of seeing the world through the students' eyes, not just as a way to be nice, but as a way to make science make sense. One teacher explained that students come from different backgrounds and connect their past experiences to future ones. Knowing these connections allows a teacher to adjust their instruction in meaningful ways. The college instructor put it simply: teaching is not just about passing exams in the twenty-first century; it is about training students to live in the world today. To do that, a teacher must know how students are coping with their current situations. This perspective-taking allows the teacher to adapt the curriculum so that it resonates with the student's reality, rather than forcing the student to fit into a rigid, impersonal mold.

Listening was another major theme, but the teachers described it as an active, intentional practice rather than a passive one. It was not just about hearing words; it was about listening for the emotions and concerns behind those words. One teacher described giving students extra time and space to reflect on how scientific issues, like the release of gases into the atmosphere, affected their own communities. This kind of listening opened a door for students to think about how they could become change agents in their own neighborhoods. It transformed the classroom from a place of rote memorization into a space where students could connect scientific concepts to their own lives and values.

Perhaps the most striking finding was that these teachers viewed empathy as an active engagement in the lives of their students, not just a feeling. They described taking concrete steps to support students' academic and personal development. One teacher shared a story about a student who was balancing schoolwork with the heavy responsibility of caring for family members at home. Recognizing this situation, the teacher adjusted the deadlines and expectations for that student, providing the extra time needed to complete the work. The other teacher described walking out into the fields with his students to cut grass and till the soil, demonstrating that even an educated person can engage in manual labor with dignity. These actions were not seen as lowering standards, but as building trust and resilience. They showed students that the teacher was invested in their well-being and that they were capable of overcoming challenges.

Finally, the teachers framed their empathic approach as a way to prepare students for the future. They saw their role as going beyond helping students pass a test. They wanted to equip students with the values and decision-making skills needed to navigate a complex world. By helping students reflect on scientific issues and their impact on society, the teachers aimed to cultivate a sense of responsibility. They wanted their students to grow into thoughtful citizens who could apply scientific knowledge to solve real-world problems and contribute positively to their communities. In this view, empathy was the bridge that connected the immediate task of learning science to the long-term goal of becoming a responsible member of society.

The study suggests that for these experienced educators, empathy is not an optional add-on to science teaching; it is a professional disposition that shapes every aspect of their work. It informs how they listen, how they adjust their lessons, and how they prepare their students for the future. While this research involved only two teachers and cannot represent every science classroom, it offers a clear picture of how empathy can function as a powerful tool for learning. It shows that when teachers take the time to understand the whole student—their feelings, their background, and their future—the result is a learning environment where science becomes more than just facts. It becomes a way for students to understand themselves and their place in the world.