IMPACT OF TEACHER EMPATHY ON STUDENT SELF-ESTEEM IN SPECIAL EDUCATION

Abstract

This study investigates the relationship between teacher empathy and student self-esteem in Greek primary schools, focusing on students with special educational needs (SEN) attending Inclusion Departments and their typically developing peers in general education. Empathy is considered a key pedagogical competence, particularly in inclusive settings, where emotional support is essential for student well-being. The sample consisted of 60 teachers and 420 students from schools in Northern Greece. Results indicated that general education students exhibited significantly higher self-esteem than those in Inclusion Departments. Similarly, general education teachers reported higher levels of empathy than special education teachers. Despite these differences, no statistically significant correlation was found between teacher empathy and student self-esteem. The findings suggest that while teacher empathy contributes to a supportive classroom climate, it does not directly predict students’ self-esteem. Promoting self-esteem in inclusive education requires a comprehensive approach that addresses multiple psychological, social, and instructional factors beyond the teacher-student relationship.