Learning to listen, to empathise, and to include. Building a kinder school community | Greece

During the 2024–25 school year, our school, Promitheas Private Schools of Volos, initiated a collaboration with the University of Birmingham and Dr Emmanouela Terlektsi, Associate Professor in Deaf Education at the University of Birmingham, in the Department of Disability, Inclusion and Special Needs, to conduct a research project titled "School Bullying, Inclusion, and Empathy."

The aim of the project was twofold: first, to explore the views, experiences, attitudes, and emotions of adolescent students regarding school bullying and the values of inclusion and empathy; and second, to design and implement an intervention program aimed at cultivating a school culture of empathy and inclusion, where every student feels they belong, are heard, and their diversity is respected.

Forty students aged 14–15, of both genders, participated in the study. A questionnaire was used as the data collection method. Regarding the school climate, the results were encouraging, as most students reported feeling a sense of belonging in the school environment and stated that there is at least one adult they can turn to. However, a small percentage indicated that the school environment is not fully inclusive for everyone.

As for their perceptions of school violence and bullying, the findings revealed that adolescent students are not particularly sensitized nor do they act empathetically. Specifically, some students appeared to "normalize" or downplay incidents of school or cyberbullying, describing such events as "jokes" that do not hurt the victims or even as justified reactions. The questionnaire data showed that the causes of such incidents have social and psychological roots, including obesity, physical appearance, ethnicity, and feelings of inferiority.

Overall, the analysis of the results highlighted that while the school seems to have the foundations of a positive climate, there are gaps in acceptance, empathy, and the handling of violence. This finding underscores the need for the design and implementation of programs that promote empowerment, acceptance of diversity, and psychological support for both students and educators.

After the results were presented to the students, five core principles were agreed upon to guide the intervention:

1.     Every person has their own voice and value.

2.     Our behavior stems from our thoughts and emotions.

3.     Our actions affect others.

4.     Our needs guide our choices.

5.     We collaborate to solve our problems.

The first part of the intervention introduced students to mindfulness. The goal was to help them understand its benefits for mental and emotional health, cultivate the ability to focus on the present, manage stress, and recognize ways to integrate it into their daily lives.

Through guided breathing exercises, mindful observation of sounds and other senses, mindful eating activities, and visualization exercises, we aimed to provide an initial familiarization with a technique that has gained ground in recent years as a tool for improving concentration, emotional well-being, and stress management for both students and educators.

The program will continue next school year with the same philosophy and objectives. Through experiential activities, collaborative learning, and creative expression, students will have the opportunity to enhance their self-awareness, build trusting relationships, and actively contribute to shaping a school environment that promotes acceptance and a sense of belonging.