Empathy in the Classroom: Social Psychological Insights into Teachers’ Support for Students Facing Social Challenges in Selected Primary Schools in Addis Ababa
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Date
2025
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Addis Ababa University
Abstract
This study examines how primary government school teachers in Addis Ababa use empathy to help students who face social challenges. Many children who move to the city face difficulties like neglect, abuse, and heavy housework, affecting their learning. The main aim of the research is to address the situation in educator’s understanding of their students and being empathetic in the classroom.
Information was gathered from the students and teachers through interviews, group discussion, and empathy scale to conduct the study. The research was conducted in two government primary schools in Addis Ababa, Kirkos Sub-City: Meserete Ethiopia and Worha Yekatit Pre-Primary, Primary and Middle Schools. The collected data show that students’ difficulties and burdens lead them to tardiness, absenteeism and emotional distress. As the research indicates these children get material and emotional supports from female teachers but lack of counseling services lead them to be not effective at school and they made it clear that they need teachers’ support and understanding. Finally, the study concludes explaining how teachers’ empathy is important for students holistic development and for this intervention is recommended of teachers’ awareness of the students’ background capacity. Finally, students excel if the school prepares a place where children share their problems such as Guidance & Counseling program.
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Facing Social Challenges