The Power of Kindness in Education
By Scott B. Freiberger
In classrooms, hallways, and school offices, kindness often goes unnoticed, but its impact is undeniable. In education, where emotions run high and challenges can weigh heavily on students and staff alike, small acts of kindness can transform entire school communities.
Kindness isn't just about being “nice.” It's about creating connection, generating emotional growth, and envisioning an equitable environment where everyone feels empowered. It's one of the most effective tools educators and students have at their fingertips, and it's free, immediate, and deeply human.
A Warm Greeting Can Change a Day
When a teacher stands at the door and greets each student by name, it sends a clear message: You matter here. That small gesture can uplift a student who may be struggling at home, reduce anxiety before a test, or simply make someone feel seen. Over time, this consistency builds trust and opens doors to deeper engagement and learning (Becker et al., 2014).
Helping Hands Build Confidence
When a student shares notes or offers to help a classmate with an assignment, it goes beyond academic support, it encourages an environment of empathy and belonging. For students who feel isolated or are trying to catch up, these small gestures can make the difference between giving up and pushing forward. Positive peer interactions have also been shown to boost self-esteem and spark motivation (Wentzel, 2010).
Checking In Can Change a Child’s Trajectory
School counselors, social workers, and teachers who take a moment to check in with a student, especially one who's withdrawn or acting out, often uncover underlying issues that may need attention. That single conversation might redirect a student away from crisis and toward support. Research shows that teacher-student relationships based on empathy and care can significantly reduce behavior problems and improve student outcomes (Roorda et al., 2011).
Empathy Encourages Emotional Resilience
Staff, too, need kindness. A principal’s simple recognition of a teacher’s hard work can reignite passion in a weary educator. Encouragement from colleagues can also be a lifeline during a challenging school year. Research also demonstrates that encouraging a collaborative school culture can lead to increased teacher satisfaction and lower burnout rates (Collie et al., 2012).
Candid Communication: Kindness is Contagious
Perhaps most important, kindness can be contagious. When modeled by adults, it teaches students how to treat others, and cultivates inclusion in classrooms where students feel safe to be themselves. Kindness also contributes to a school climate where empathy and respect are the norm, not the exception. Studies can also confirm that kindness-based interventions increase prosocial behavior and reduce bullying (Lyubomirsky et al., 2005).
Make a Meaningful Mark
At a time when school budgets are stretched thin and stress is running particularly high, kindness remains a powerful and practical tool. It may cost nothing, but it means everything to children, so let’s commit to kindling kindness in our schools every day. Especially in school settings, sometimes the smallest acts of kindness can create the most meaningful marks.
References
Becker, B. E., Luthar, S. S., & Becker, B. E. (2014). The role of teachers' warmth and responsiveness in predicting school outcomes. American Educational Research Journal, 51(2), 356–393. https://doi.org/10.3102/0002831213476361
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111–131. https://doi.org/10.1037/1089-2680.9.2.111
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Wentzel, K. R. (2010). Students’ relationships with teachers as motivational contexts. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (Vol. 16A, pp. 301–332). Emerald Group Publishing Limited.
This article also appears here.
BIO
Scott Freiberger is an attentive administrator and a passionate pedagogue who advocates for all students, especially ELLs/MLLs and students with special needs. Follow him on Twitter/X: @scottfreiberger
