Date of Award

Spring 5-7-2021

Document Type


Degree Name

Doctor of Education in School Leadership


Center for Leadership & Learning


College of Education

Committee Chair

Dr. Sarah Gordon

Second Committee Member

Dr. Ellen Treadway

Third Committee Member

Dr. Jennifer Morrow

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Richard Schoephoerster


The purpose of this study was to describe high school students’ perceptions of intentional empathy curriculum in northwest Arkansas. In the study, the research participants were in their junior or senior year of high school. Using standard open-ended interviews, the eight student participants were asked a series of questions related to the four overarching research questions. This method allowed the researcher to categorize data along themes of teachers, tasks, classmates, and classroom environment. The major findings were that teachers who implemented strategies such as group work, rotating seating charts, and projects had more engaged and connected classes; tasks which required participants to engage in perspective-taking and being vulnerable with others created space for stronger connections within the class; classmates felt more bonded with one another because of the tasks and working dynamics; and the classroom environment overall was more conducive to learning and produced lasting relationships.

Included in

Education Commons