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Photo by Michał Parzuchowski on Unsplash

Â鶹ӳ»­ researchers have supported calls from a UK charity for empathy skills to be put on the national curriculum, after initial findings from a three year research project suggest positive links between childhood reading and empathy. 

While recent research has shown that empathy in adults can be influenced by reading fiction, little is known about its impacts in childhood. 

In a  funded by UK Research and Innovation (UKRI), known as the ‘Reading Feelings’ study, Â鶹ӳ»­ psychologists are exploring the link for what is thought to be the first time in the UK. 

With the project expected to come to a close next year, researchers Prof Jane Oakhill, Prof Alan Garnham and Prof Robin Banerjee, are still analysing their findings – but believe the initial indications are important.

Principal Investigator, Jane Oakhill, Professor of Psychology at the Â鶹ӳ»­, said: “Findings from our interim analysis have already provided new evidence of associations between reading, empathy, and prosocial behaviour.

“We still have more work and analyses to do to determine whether the relation between reading fiction and children's empathy development is causal, but the initial signs are certainly positive.”

“While more research is needed into how best to teach and encourage empathy in children, our research so far suggests that reading and discussing fiction might be a good start. In an increasingly divided world, we may well be encouraging children not just to read for pleasure, but to read for empathy in future.”  

As part of the study, researchers are exploring whether particular texts are important for developing empathy skills, and whether it matters how much a child engages with or ‘gets lost’ within a story.  

The research is supported by UK charity, EmpathyLab, an organisation which works closely with authors, publishers and schools to harness the power of stories to build children’s empathy skills and develop positive social relationships. Following a summer of unrest, they have now penned a letter to Education Secretary Bridget Phillipson calling for empathy skills to be considered in the national curriculum review, and recognised as a fundamental life skill. 

Miranda McKearney OBE, founder of EmpathyLab, said: “This summer’s unrest has strengthened the case for mainstream empathy education as an antidote to hatred and division. We need a new drive to use reading more deliberately to build children’s ability to empathise with others. 

“To build a better society, we need to think very differently about the purpose of education, including how we are using books. A fresh drive to equip children with the empathy skills to understand others’ perspectives, and stand against hatred, would be a gamechanger.” 

Robin Banerjee, Prof of Developmental Psychology and Pro-Vice-Chancellor for Global and Civic Engagement at the Â鶹ӳ»­, is co-investigator on the Reading Feelings study and has been an expert advisor for EmpathyLab since 2014. He said: “Empathy is a key life skill, transformative for children’s life chances, and for society. Cultivating empathy should be a priority within the curriculum as part of a greater focus on social and emotional skills.”

Full findings from the Â鶹ӳ»­ research are expected to be presented at a public dissemination event in Autumn 2025, following EmpathyLab’s annual Empathy Day event held in June.