Kindness in action: Reimagining pedagogies for student wellbeing
3.20-4.40pm
Facilitated by Dr Gabi Nudelman and Pamela Taylor-Barnett, University of New South Wales
Kindness in higher education is often understood as individual, well-intentioned acts of support or care. Yet research and practice increasingly point to the need for something deeper: a pedagogy of kindness that is intentionally embedded into the fabric of curriculum, assessment, course design, and classroom interactions (Denial, 2024). Such a pedagogy is grounded in principles of respect, compassion, empathy, trust, and justice, and it directly contributes to student wellbeing, belonging, and learning outcomes (Clegg & Rowland, 2010; Gorny-Wegrzyn & Perry, 2021). Evidence suggests that kindness and compassion enhance student wellbeing, reduce stress, and strengthen a sense of institutional identity, particularly among diverse and international cohorts (Fox & Apsland, 2024). Educators who adopt kindness as a pedagogical stance report not only improved student engagement and success, but also greater professional fulfillment and resilience (Hosoda & Estrada, 2024). Despite this emerging evidence, kindness is still frequently framed as “soft” or optional in higher education. This roundtable seeks to challenge that view, proposing instead that kindness should be seen as foundational: a structural and relational approach that shapes the very conditions of teaching, learning, and wellbeing. By examining kindness through the lens of pedagogy, we invite participants to consider how it can be intentionally designed into the student experience, moving beyond the ad hoc towards systemic, sustainable practices. This discussion is highly relevant to the symposium’s themes of student wellbeing, social connection, and resilience. As institutions grapple with digital transformation, heightened student stress, and questions of equity, kindness offers a powerful, evidence-based framework for reimagining higher education as more humane, inclusive, and relational.
Aim/s for the session
The roundtable workshop aims to:
- Introduce participants to the concept of a pedagogy of kindness, clarifying its foundations and distinguishing it from isolated acts of “niceness.”
- Facilitate collective reflection on how experiences of kindness and unkindness shape student wellbeing, belonging, and motivation.
- Generate practical strategies for embedding kindness into course design, materials, assessment practices, and classroom interactions.
- Build a community of educators committed to embedding kindness in systemic and sustainable ways across higher education.
Proposed format and outline for the session
This highly participatory format ensures that all attendees actively contribute, reflect, and co-create ideas that are both practical and theoretically informed.
- Framing the pedagogy of kindness (5 minutes): The session will begin by outlining the pedagogy of kindness and its evidence base. This will highlight its grounding in respect, compassion, empathy, and justice, and summarise research on its impact on wellbeing, learning, and institutional belonging.
- Story-sharing in pairs (15 minutes): Participants will be invited to reflect on two brief narratives from their own academic journeys: * A me when they experienced kindness. * A me when they experienced unkindness. In pairs, they will compare and contrast these experiences to identify the effects of each on wellbeing, motivation, and learning.
- Group work on embedding kindness (25 minutes): Participants will then form four small groups, each focusing on one domain: * Course Design * Course Materials * Assessment Practices * Classroom Interaction and Manner. Groups will brainstorm practical ways to intentionally integrate kindness into these domains.
- Roundtable sharing and synthesis (10 minutes): Each group will present key strategies back to the whole roundtable. The facilitator will guide a discussion on common themes, challenges, and opportunities for institutional embedding.
- Closing reflections (5 minutes): The session will close with collective reflection on how kindness might re-shape higher education cultures and practices, and how participants might champion these approaches within their own contexts.
Intended outcomes/benefits for participants
- Gain a clear understanding of the pedagogy of kindness as a systemic approach rather than an optional addon.
- Develop concrete, collaboratively generated strategies for embedding kindness into multiple aspects of pedagogy.
- Reflect critically on their own experiences of kindness and unkindness, and how these affect wellbeing and learning.
- Leave with an actionable framework for applying kindness in their own courses and institutions.
- Connect with peers who are similarly committed to reshaping higher education through intentional, compassionate, and wellbeing-oriented pedagogical practices.