Being a good professor takes more than just lecturing or grading assignments. Teaching has made me realise that empathy is key.
I remember a student who knocked on my door in a sad mood and talked for two hours straight about how stressed he was by juggling a part-time job, family duties and schoolwork. That conversation stayed with me. He wasn’t just complaining – he wanted to be understood and heard. And he had chosen me, his professor! This reminded me that behind every task and grade, there is a person with their own problems. Here, I’ll share some simple yet game-changing methods I use to develop empathy in my teaching, at a very basic level, and how they help to create connection and engagement in my classrooms.
Why empathy matters in the classroom
Students sometimes feel that university life has become too difficult. They can feel weighed down by problems outside their studies, like financial or personal issues. In my first semester, some students seemed uninterested or stressed.
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At first, I was annoyed. I thought, why aren’t they trying? What could go wrong? When you’re young, everything is taken care of… Then I asked myself: What could this be like for them? That was the beginning of empathy. This simple change in thinking opened the door to a kinder response.
Empathy in teaching is not about lowering standards or ignoring tasks. On the contrary, it means approaching students where they are with understanding, and helping them face problems while they’re still learning. Sometimes it means recognising that a missed deadline is not laziness, but a call for help. That’s more important than anything else.
Back to the basics for growing empathy in teaching
Listen actively
One of the most important lessons I have learned is to listen when students talk about their concerns. To be actively listened to is something everyone needs these days – and so do students. Giving students your full attention during office hours or after class can make a big difference. Sometimes I find that all a student needs is someone to understand their feelings and notice their struggles.
I remember a student who didn’t participate in class at all and seemed uninterested. Instead of scolding him, I asked if everything was OK. He talked at length about his heavy workload and personal problems at home. At the end of our conversation, I gave him information about counselling. Now he has the confidence that he can overcome his problems and is attentive to his classes. This taught me first hand that sometimes taking the time to listen will reveal what is going on beneath the surface.
Be flexible with policies
In life, in the workplace, in human relationships, adhering to rules and meeting expectations are important, yet sometimes being strict can be more harmful and flexibility can lead to productivity. For example, last semester, a student emailed me late at night, stressed out that his laptop had broken and he couldn’t turn in his assignment on time.
Instead of punishing him, I asked him to bring in the draft he was working on and we talked about how he could finish it. Under my supervision, he completed the project in a week using the computers at the faculty lab. Perhaps his computer hadn’t broken at all and he was just avoiding the work until the deadline loomed. But empathy helped me turn it into an opportunity. I was there with him every step of the way. Once he realised that he could do it and shouldn’t run away, this little act of openness eased his anxiety and strengthened his trust in me as a faculty member.
Student feedback
At the end of each term, I ask the students to brainstorm about what helped them the most in the course or what hindered them. Their opinions have shaped the way I teach. For example, I tend to lose track of time when I am lecturing. I have found from their feedback that taking short breaks during long lectures really helps with focus and mood.
I also find that taking on criticism of myself makes me more empathetic. Showing them that I am willing to change, based on their needs, makes it much easier to build trust with students.
Humanise yourself
As a new academic, sharing little anecdotes about my own life helped me to connect better with students. Learning that I faced similar problems in the past and got through them had a huge impact on my students’ experience and reduced their anxiety.
Appreciate individual strengths
I often try to see the special side of each person in group work or conversations. But just seeing is not enough – they also need to be aware of it. Recognising their own talents not only increases their self-confidence, but also increases their creativity in the classroom. Last semester, I had a student who was very quiet in classes but did exceptionally well in writing tasks. I always praised his analytical skills and encouraged him to bring out this characteristic in class activities, without putting him under pressure. On the contrary, as he felt understood, it became easier for him to share his thoughts. By the end of the semester, he felt confident enough to express his eloquence in speaking as well as writing – because he felt understood.
Embracing an empathic teaching style is a journey within itself. By listening attentively, adapting and creating a nurturing classroom environment, I see students succeed not only in their studies but also in their lives, and it helps me grow in turn. I think, at its most fundamental, empathy in teaching means recognising that our students are much more than learners – they are unique human beings navigating complex lives. When we understand this, we are transformed as educators.
If you hope to impact the lives of your students, I sincerely encourage you to find ways to incorporate or strengthen empathy in your teaching. This is a unique process for you and your students.
Oshan Uluşan is an assistant professor at the department of journalism at Near East University.
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