November 29, 2023

Grace is not a word that comes up in school mission statements. However, a consideration of grace (with reference to human behavior) could be a panacea for our times, especially at this time of giving thanks. Award-winning journalist and author Julia Baird found that  there was a need for people “to find meaning and dignity in connection” and to build “on our shared humanity, being kinder, bigger, better, more forgiving with each other.” In her new book ‘Bright Shining,’ the author believes that grace is the way forward, as it is crucial to developing and practicing empathy. She also equates grace with being strong; “Grace isn’t a form of capitulation or complacency isn’t about weakness or politeness. It requires grit and strength and somehow can change everything” (Baird, J. 2023). 

Reflecting on how we could apply the transformative potential of grace in schools raises intriguing questions. What could a teacher practice conducted with grace look like? How can grace support teachers dealing with a toxic school culture? How could a more empathetic approach transform your relationship with your students? 

Developing a code of conduct for classrooms is nothing new, however bringing an intentional perspective of being gracious to the occasion can give students a different perspective on their actions, especially if teachers are a part of the process. Teachers can use The Our Class Tool© with their students, to generate ideas about what different components of grace, such as compassion and empathy, might look like in their classrooms. For example, teachers can be empathic by acknowledging the feelings of students who find their subject challenging.

Maybe we need to remind ourselves about the effect of having grace on ourselves, each other, and our communities. Sara H. Conrath’s study “Changes in Dispositional Empathy in American College Students Over Time: A Meta-Analysis” (Konrath et al., 2010, pp. 180-198), and the reason this is relevant is because it highlights growing social isolation in young people. This has been exacerbated for our students from the experience of the pandemic years and their increasing online presence rather than face-to-face. Another aspect that affects levels of empathy is reading; many of our students are reading far less, which could influence their sensitivity to empathetic responses. Conrath refers to another study, from the University of California by Dr. Dilip Jeste (Distinguished Professor of Psychiatry). He studied two different groups from Italy and the USA and defined wisdom as empathy, compassion, self-reflection, and emotional regulation. The study showed that those who are more empathetic, acknowledge and are more responsive to the needs and concerns of others. 

As educators, our focus has been on developing educational resources through the exploration of ethical dilemmas and values such as empathy, fairness, and kindness. Apart from supporting students with their well-being and developing higher-order thinking skills, our aim is to foster an ethical mindset. Recent feedback from the testing of our visual Harbord & Khan Thinking Toolsⓒ suggests that using these tools can help students organize their thoughts, identify their feelings, make connections between past actions and consequences, and be more open to finding ways to resolve conflict and move forward. Some of our students lack empathy, which may have resulted from isolation during Covid and a reliance on their online selves. Collaborative measures focusing on a consideration of grace may be one strategy to help them find new ways of connecting with others.

References

Baird, J. (2023). Bright Shining: How grace changes everything. Fourth Estate.

Good News Network (Ed.). (2021, February 14). From city to countryside, study suggests wisdom can protect against loneliness. goodnewsnetwork.org.

Konrath, S. H., O’Brien, E. H., & Hsing, C. (2010). Changes in dispositional empathy in American college students over time: A meta-analysis. Personality and Social Psychology Review, 15(2), 180-198. https://doi.org/10.1177/1088868310377395

You may also be interested in reading more articles written by Harbord & Khan for Intrepid Ed News.