Citation

Binfet JT, Passmore HA. Can. J. Sch. Psychol. 2019; 34(1): 22-37.

Copyright

(Copyright © 2019, SAGE Publishing)

DOI

10.1177/0829573517732202

PMID

unavailable

Abstract

The aim of this exploratory study was to examine fourth to eighth graders' conceptualizations of kindness at school (i.e., their definition of kindness, an example of an act of kindness they have done, who they see as the most salient adult agent of kindness, and which location they deem that kindness happens most). To date, kindness research has focused predominantly on assessing the effects of being kind on student well-being and little is known about how students understand kindness and are kind in school. Across definitions and examples of kindness, the themes of helping others, showing respect, and encouraging others were prevalent. Teachers and principals were identified as the main adult agents of kindness; the classroom and outside/playground were identified as the two main kindness locations. Understanding how students conceptualize kindness within the school context holds implications for educators seeking to foster prosocial behavior among students.

Language: en