COMPASSIONATE PEDAGOGY

Background

The experience of a worldwide pandemic has heightened educators’ understanding of the

negative effects of isolation and interruption of education on students, especially in post-secondary
education institutions, where the stakes for success are high (Canterbury Christ Church University
[CCCU], 2023). The negative impact from COVID on students’ well-being lingers today, affecting
their ability to succeed academically and achieve emotional health. Even without the hardships of a
global lockdown, life as a college student is challenging with the balancing of school pressures,
family life, work demands, and financial strains. Students are reporting a heightened level of stress
and anxiety, which highlights the importance of compassion in higher education and demands
solutions. Researchers suggest that a compassionate approach to teaching can “encourage
human flourishing” (Gibbs, 2017) and lead to improved student retention.

Definition

Compassionate pedagogy is a person-centered teaching approach which “creates a

learning environment in a way that notices distress and disadvantage for all students and staff and
actively seeks to reduce these barriers to learning” (CCCU, 2023, para. 1). Hao (2011) defines
compassionate pedagogy as a practice that humanizes higher education (as cited by Devis-
Rozental & Clarke, 2020). Compassionate pedagogy at its core is a commitment on behalf of
educators to consider institutional practices that hinder underserved students and to reflect on their
classroom practices which may disadvantage certain populations of students. This pedagogy calls
staff and faculty to be cognizant of and reflexive on their empathetic (or non-empathetic)
interactions (Hao, 2011).

The Function of Compassionate Pedagogy

Compassionate pedagogy is more than being more aware and sensitive of students’
challenges. Compassionate pedagogy “concerns judgement and action that focuses on
transformation” (Hill et al., n.d., p. 4) and serves as a catalyst to improve well-being in the campus
and wider community (Devis-Rozental & Clarke, 2020). It seeks to create opportunities for
empathetic human interactions throughout learning and teaching experiences. Practicing and
modelling compassion with and for our students builds compassion in themselves and for others in
school and in their future professions. (CCCU, 2023). Compassion also has the effect of
encouraging academic and professional resilience. This humanizing approach to education fosters
dialogue between students, tutors, educators, and administrators (Gibbs, 2017). This dialogue can
then lead to a partnership in learning between students and educators which is especially
important with first generation and marginalized students (Hao, 2011). Ultimately, compassionate
pedagogy creates a sense of belonging, which aids in retention, as students are empowered to be
more active partners in their learning process (Houghton & Anderson, 2017).

Strategies for a more Compassionate Classroom Culture

Strategy/Approach Benefits Source

Brief mindfulness meditation Decreases students' feelings of (Schwind et

anxiety and stress al., 2017)

Increases their sense of well-being (CCCU,

2023)
Grows capacity for compassion for
self and for others

Switches students (and faculty) off

from the mental white noise of life
to more present and effective in
the classroom

Mindful breathing (at the start of class) Supports a respectful and (Schwind et
peaceful class environment al., 2017)

Micro-affirmations, small acts of Builds meaningful relationships (Rowe,

recognition and acceptance between staff and students 2008)

Positively influences a sense of

belonging

Developing connected classroom Fosters a more compassionate (University

experiences (between students; culture (compliance vs. of Manitoba,
between student and instructor; between collaborative/invitational) 2023).
learner and content)
Co-constructs meaning through
collaboration

Helps students connect with one

another, building belonging and
engagement

Transparency in grading and Allows students to process and (University

assignments: respond to assignments and of Manitoba,
assessments in an emotionally 2023).
Being transparent about rationale,
healthy way
connections, challenges, and
opportunities in the way courses are Makes students secure and at
structured, facilitated, and assessed ease to perform according to
expectations
Explaining expectations in clear
language

Being mindful about the tone, amount,

and balance of feedback provided

Personalizing and/or add warmth by

recording audio or video feedback

Being flexible with assignments (giving

choices in assignments, allowing for
multiple submission attempts)
Culture of communication and support: Encourages more open and (Schacter et
respectful dialogue al., 2021)
Getting to know students and checking
in with them during the term (e.g.
Promotes emotional safety
feedback, email)

Support to first generation students: Develops academic resilience and (Hao, 2011)
 a growth mindset

Building on strengths, not deficits Allows for understanding of

students’ financial limitations
Acknowledging their learning journey;
which leads to connecting
understanding their background, being
students to open educational
curious and not judgmental about their
resources (OER) instead of asking
lack of academic skills and lack of
students to purchase a textbook
preparation
Provides extra academic support
to first generation students who
may be too afraid to ask for help
when struggling

Assessments: Provides opportunities for (Schacter et

purposeful and meaningful al., 2021)
Lowering high stakes assignments (if
learning and reflection
possible)
Encourages a growth mindset
Allowing opportunities to resubmit
which can lead to personal
assignments or receive initial feedback
academic breakthroughs
on drafts

Engaging students to evaluate

themselves (e.g., self-assessment,
ungrading)

Offering flex passes, dropping the lowest

grade

Inclusive classrooms and curricula: Helps marginalized students feel (University

like they belong of Manitoba,
Hearing, making space for, and valuing
2023).
multiple perspectives, cultures, Promotes retention of information
identities; listening to and drawing on and completion of the course
students’ experiences, perspectives, and
interests competencies

Prioritizing meaningful and relevant

learning

Using inclusive images, language, and

diverse sources

Providing materials in various formats;

ensuring materials are accessible or
provide accessible versions

Being mindful about language [avoiding

an adversarial, binary approach (e.g.,
we vs. them); using “you” instead of
“students”)

Self-compassion: Helps students be self- (Schacter et

compassionate al., 2021)
Acknowledging their stress
Resources can be then identified
Recognizing potential learning barriers
and made available to students in
due to anxiety
need

Identifying your own stressors

Prioritizing emotional safety

 References

Canterbury Christ Church University. (2023). Compassionate Pedagogy.

https://www.canterbury.ac.uk/learning-and-teaching-enhancement/resources-for-
academics/Compassionate-Pedagogy/Compassionate-Pedagogy.aspx

Devis-Rozental, C. and Clarke, S. (2020). Humanising higher education: A positive approach to

enhancing wellbeing. Palgrave Macmillan.

Gibbs, P. (2017). The Pedagogy of Compassion at the Heart of Higher Education. Springer
International Publishing.

Hao, R.N. (2011). Critical compassionate pedagogy and the teacher’s role in first-generation
student success. New Directions for Teaching and Learning, (127), pp.91–98.

Hill, V., Bunting, L., & Arboine, J. (n.d.). Fostering belonging and compassionate pedagogy.
https://www.arts.ac.uk/__data/assets/pdf_file/0019/223417/AEM3_FBCP.pdf .

Houghton, A-M., & Anderson, J. (2017). Embedding mental wellbeing in the curriculum:
Maximising success in higher education.
https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/
documents/hea/private/hub/download/embedding_wellbeing_in_he_1568037359.pdf

Rowe, M. (2008). Micro-affirmations & Micro-inequities.

https://mitsloan.mit.edu/shared/ods/documents?PublicationDocumentID=5404

Schacter, H.L., Brown, S.G., Daugherty, A.M., Brummelte, S., & and Grekin, E. (2021). Creating a
Compassionate Classroom.
https://www.insidehighered.com/advice/2021/12/01/compassionate-teaching-yields-most-
benefits-opinion

Schwind, J.K., McCay, E., Beanlands, H., Schindel Martin, L., Martin, J. and Binder, M. (2017).
Mindfulness practice as a teaching-learning strategy in higher education: A qualitative
 exploratory pilot study. Nurse Education Today, 50, pp.92–96.
https://www.sciencedirect.com/science/article/abs/pii/S0260691716303197

University of Manitoba. (2023). Compassionate pedagogy. The Centre for the Advancement of
Teaching and Learning.
https://umanitoba.ca/centre-advancement-teaching-learning/support/contexts/
compassionate-pedagogy