Relationship between Teacher Empathy, Classroom Climate, and Self-Esteem in Children with Learning Disabilities

The study is based on the relationship between teacher empathy, classroom climate, and self-esteem in children with learning disabilities (LD). Since LD children are exposed to emotional and social problems unique to them that could interfere with their school performance and interactions with their peers, the need to address such problems is vital towards the general development of children. The authors explore the question of whether teacher empathy plays a role in positive classroom climate and whether classroom climate in its turn has an impact on the self-esteem of children with LD. Besides, the research considers the direct and indirect effects of teacher empathy on self-esteem using classroom climate as the mediating variable. Qualitative surveys were conducted on 150 primary and secondary school children with LD to assess the variables of teacher empathy, classroom climate, and self-esteem, and validated scales were used. The findings indicate that teacher empathy and classroom climate are strongly positively correlated, with teacher empathy being the source of a less hostile and more accommodative and inclusive classroom atmosphere. Additionally, positive classroom climate was found to have positive relationship with high self-esteem among children with LD. The mediation analysis established that classroom climate mediates teacher empathy to self-esteem. The results of the study have demonstrated the significance of teacher empathy and classroom atmosphere in fostering emotional and academic well-being of children with learning disabilities. The research can have useful implications to the educational practice, as it recommends that teacher training programs, which stress on empathy and the development of supportive classroom climate, are required.