In a recent #Slowchathealth post, Andy Milne, shared a story about a “classroom moment” where his students took control of the learning environment and taught each other. The topic was menstruation and how to be supportive. A young man asked what more could boys do to be supportive, and this is what happened:

“As I began to answer, I realized something: the class didn’t need my voice, they needed each other’s. So I opened the floor. Hands shot up, including from girls who rarely speak. They shared their personal experiences, their preferences, and what genuine support actually looks like. I sat back, a little awestruck, and let them talk. They shared their experiences honestly, courageously, and sometimes with a hint of humor.”

As health educators, we need student feedback and class discussion to expand our lessons. After all, we are not just teaching content, we are modeling and practicing the life skills students will need to become their best self. Think about how effective the skills of advocacy, interpersonal communication, and decision making would be if students are able to include empathy?

Empathy evolves when an environment is safe, inclusive and centered on student learning. I use the word “evolve” because empathy is something that needs to be nurtured like a tiny flame. It starts with you, the teacher, being vulnerable yourself and showing students what empathy looks like, feels like, and sounds like. Vulnerability is a word that comes to mind when thinking about empathy; vulnerability is a professional line that we must walk, especially in health education. 

To nurture empathy, start with setting the expectation that the classroom is going to be safe and supportive. Begin classes with electronics closed; we are listening and responding to each other. Vary the ways you go about learning about each other; Kid Chat”, Is That True? or Would You Rather questions that may not relate to the content are a good way to start. You can have the students be in charge of this, they pick the card and read the question (always give the option to have you read it). A favorite in my classroom is “Walk-Up Wednesday;” students email me their “walk-up” song. I play the song as students enter the room, once we get started students have 3 guesses as to who requested the song. That student can then share why they like the song or pass. We also practice “Mindful Minutes;” we watch this video, Arrive, before practicing this ourselves one day a week. Making Mindful Minutes safe and supportive for students who are uncomfortable closing their eyes includes posting a picture from nature that I have zoomed in on; students look for pictures within the picture Ice.

At the end of our mindfulness session, students have the opportunity to point out what images they found. To teach the students how to practice this type of mindfulness, I take them outside for about 10 minutes and use the school iPad’s to capture their own images. Even if you do not think your school has “nature,” you would be surprised at what students will find when they zoom in, even indoors. As one student proclaimed, “Wow! Look at the texture of this door! It’s got bubbles!”

Notice, I use the word, “we.” We are doing all of these activities together. YES! On Mindful Minute days, I close my eyes in a classroom of 30- middle schoolers! I practice vulnerability by showing them trust. I practice and model empathy with follow-up questions; teaching the students how to talk and listen to one another. I guide the discussion, kind of like a talk show host, to encourage the conversation. If the conversation gets deep or on a topic that is sensitive, it is up to you to keep that professional line by remaining unbiased, answering factually, and reminding students that, “what we talked about was not wrong, however, it is a conversation for our class and not something that needs to be discussed in the hallway.” 

(Depending on the topic/situation, I might send an email home to that class only describing our conversation. That keeps the lines of communication open between the adults and the students if need be. It also earns you trust with the adults.)  

 Lastly, do not put strict time limits on these activities. Yes, getting to the lesson is important, but sometimes the lesson comes from the conversation that begins with your students. 

If you enjoyed this blog post, you might also enjoy:

Classroom Moments That Matter by Andy Milne

Mindful Minutes are So Much More by Patty Zemke

The Importance of Creating a Full Value Contract With Your Students by Michelle Rawcliffe

Why I ‘Write Home’: Advocating for Health Education by Patty Zemke