Compassion is defined as the feeling that arises when you perceive another’s suffering and feel motivated to relieve that suffering.

Compassion can arise from empathy—the more general ability to understand and feel others’ emotions—but goes further by also including the desire to help. Of course, we can feel compassion without acting on it, and not all helpful acts are motivated by compassion.

When compassion does lead to action, we often call the result kindness. Kindness always includes the intention to benefit other people, especially (though not always) at a cost or risk to ourselves.

Research has shown that compassion and kindness are deeply rooted in human nature–our first impulse is to cooperate rather than compete. Even toddlers spontaneously help people in need out of genuine concern for their welfare. This innate kindness, however, often gets lost in a society built on competition. Schools have a golden opportunity to cultivate the compassionate side of students by creating a school culture in which kindness is valued and practiced.

• A science teacher sets up his classroom to cultivate students’ innate kindness and cooperation, rather than their selfish and competitive natures.
  He takes the time at the start of the school year to get to know students and for students to get to know each other by doing some fun icebreakers from Playworks, like Crooked Circle.
• To create an inclusive and connected classroom climate, students sit in a large circle for discussions and in small groups during regular instruction.
• Everyone is encouraged to practice self-care, taking short breaks when they need to in the “Chillax Corner”, and to take care of each other—noticing when a fellow student might be having a hard time and connecting with him or her.
• The curriculum is taught with a “prosocial” lens, taking into consideration how the scientific content might be used to benefit students’ communities and society in general.

Children’s understanding of kindness and compassion change as they mature. For example, their ability to be compassionate grows as they develop their perspective-taking ability and emotion regulation.
Elementary age students and younger may view kindness mainly in concrete ways, such as in terms of the consequences of actions; whereas, older children and teens can appreciate the intentions behind the actions, allowing them to better navigate complex situations.

• A first grader might say kindness is asking someone to play, taking turns, or helping someone who is hurt.
• A high schooler gives his friend a hard time for choosing to go to the movies rather than study for an important test. At first, his friend is upset, but then realizes that the admonishment was made in his best interest.