Education and empathy: the importance of the teacher-student relationship

Abstract

This study aims to reflect on the relevance of empathy as a structuring element of pedagogical practices and the relationships established within the school context. The guiding research question was: how can the empathetic relationship between teacher and student positively influence teaching and learning processes in the school environment? To answer this, the general objective was defined as analyzing how empathy can strengthen teaching practices and contribute to a more humanized education. Specific objectives included: (1) understanding the theoretical foundations of empathy and its relevance in the pedagogical relationship, and (2) identifying empathetic pedagogical practices that can be applied in everyday school life. The methodology employed was a bibliographic review based on authors such as Paulo Freire, Carl Rogers, Mantoan, Pianta, and Johnson & Johnson. The results highlight that empathy is essential for building affective bonds and developing a welcoming school environment conducive to meaningful learning. The empathetic relationship contributes to strengthening students' self-esteem, engagement in school activities, and respect for diversity, thus being a transformative element of educational practice. It was also found that developing empathy requires ongoing teacher training, self-reflection on their practice, and engagement in dialogical and cooperative pedagogical proposals. Therefore, this study proposes a pedagogical intervention focused on teacher training with an emphasis on empathy as a relational competence. The work contributes to the educational field by emphasizing the importance of human relationships in the teaching and learning process and proposing concrete paths for a more ethical, affective, and inclusive pedagogy.