Conflict Resolution Among Students in Small Schools Based on the Development of Empathic Approach

The relevance of the study is due to the need for effective methods of conflict prevention in small schools, where limited social interactions make the development of students’ empathy particularly important. The article examines the impact of empathy on the development of constructive conflict resolution skills among students in small schools. The aim of the study is to develop and implement a program that fosters students’ empathy and skills for effective interaction and constructive conflict resolution in the educational process. The research methodology is based on the empathy-based approach, incorporating elements of social-emotional learning and humanistic pedagogy. The study employed a pedagogical experiment consisting of three stages: diagnostic, formative, and control. At the first stage, the level of empathy and conflict resolution skills has been assessed using questionnaires and observations. At the second stage, an empathy development program has been designed and tested, including active listening training, role-playing games simulating conflict situations, and reflection exercises. At the third stage, the effectiveness of the program has been evaluated through a comparative analysis of the results of the experimental and control groups. The study involved adolescents aged 14–17 from small schools. They were divided into experimental and control groups. During the implementation of the program, teachers noted an increase in students’ mutual understanding and a decrease in the number of conflict situations. The results have showed that students in the experimental group significantly improved their conflict resolution skills, as confirmed by final questionnaires and observations. Additionally, a reduction in aggressive reactions has been recorded, indicating the program’s positive impact on students’ emotional well-being. The findings emphasize the importance of integrating students’ empathic qualities into the educational process as a means of enhancing social interactions and fostering constructive behavior. The study results suggest the need for further adaptation of such programs for various educational settings and age groups.