Cultivating Empathy and Restorative Practices in Universal Design for Learning

Cultivating empathy and restorative practices is a universal design for learning (UDL) guideline that supports multiple means of engagement. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can help learners empathize and communicate with peers who have different perspectives.

Cultivating Empathy and Restorative Practices in Universal Design for Learning

Cultivating empathy and restorative practices means creating a classroom environment where learners can share their feelings and understand the feelings of their peers. Learners may easily empathize with peers from similar backgrounds or experiences to their own. On the other hand, learners may find it more difficult to understand and empathize with peers whose perspectives or identities differ from theirs. For example, learners may not understand the emotional impact of exclusionary practices that their peers have experienced.

As a result, learners without this understanding may hurt or disrespect peers. For example, one learner may hold bias related to modes of expression or communication. They may not want to work in a group with a classmate who uses Sign Language. Restorative practices support learners as they recognize that such false beliefs hurt others, and improve their relationships with peers they hurt. As learners understand more about their classmates’ feelings and experiences, they can learn from each other in classroom communities that foster belonging.

Teachers can use many strategies for cultivating empathy and restorative practices. For instance, teachers can use a protocol called circle practice, where learners take turns to talk. Each learner holds a talking stick or other item, and shares their feelings or experiences. In addition, learners can share strategies to regulate their emotions. These and other ways to share feelings give learners time to listen to and learn from each other. Moreover, teachers can also use circle practice to make group decisions when restorative practices are needed.

Similarly, teachers and learners can develop classroom agreements listing behaviours that bring learners feelings of safety and belonging. Furthermore, these agreements should include procedures to hold all learners accountable to their peers. Finally, teachers can create buddy systems to encourage learners to communicate with and support each other.