Dr. Jeff Vomund, Director of the Division of Applied Research and Evaluation (DARE) at SWORPS, recently published his first article since joining the team, shedding new light on the role of empathy in education. The article, co-authored with Angela D. Miller of George Mason University, is titled “Adaptive Teacher Empathy: A Framework for Equitable Instructional Practices” and was published in Educational Psychologist.
Empathy is widely regarded as a valuable trait for teachers, but its impact on student achievement has been a topic of debate among education researchers. In his article, Vomund explores the historical roots of teacher empathy and its effects on students in diverse educational settings.
Vomund’s findings highlight that not all forms of empathy are equally beneficial. Certain types are more prone to being influenced by existing teacher biases, which can inadvertently harm students who have been historically minoritized in school environments. To address this, Vomund introduces the concept of “adaptive teacher empathy” — a method that emphasizes understanding the classroom experience from the student’s perspective as a foundation for fostering equity.
The article explains how this approach can help teachers develop structures that encourage listening to and learning from students. This process allows teachers to refine their instructional strategies and pedagogical approaches in ways that consistently support better outcomes for all learners.
Read the full article here.