Date

7-21-2026

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Matthew Ozolnieks

Keywords

empathy, high school, teaching strategies, fostering empathy, modeling empathy, student engagement, social constructivism

Disciplines

Education | Educational Methods

Abstract

The purpose of this transcendental phenomenological study was to understand the lived experiences of high school teachers fostering empathy at a charter school in Florida. The theory guiding this study was Vygotsky’s social constructivism as it provided the framework for exploring the phenomenon of fostering empathy in the classroom while considering the role of teacher and student interactions. The Central Research Question was as follows: What are the lived experiences of high school teachers with fostering empathy in their classrooms at a charter school in Florida? This study used a qualitative phenomenological approach with a purposeful sample of 10 high school teachers who teach either a core subject or an elective and claim to foster empathy in their classrooms. The setting was a charter school with an enrollment of about 875 students. The data collection methods included individual interviews, document analysis, and a focus group. The data analysis method consisted of coding, or searching for themes in the data, and then synthesizing that information. Key themes from the study include teachers modeling empathy, teaching empathy, having certain beliefs about empathy, and students responding positively to empathy-fostering efforts. A key finding of this study was that creating an environment where students feel safe to voice their opinions and feelings is critically important to effectively fostering empathy.

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