Role of Poor Academic Performance in the Development of Depression among Students

Abstract

Empathy has increasingly been recognized as a vital socio-emotional competence that supports academic achievement by shaping students’ learning experiences and educational environments. This study explores the role of empathy in academic achievement through a qualitative, phenomenological approach, focusing on the lived experiences and perceptions of students and teachers. Data were collected through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns linking empathic interactions with learning outcomes. Findings indicate that empathy contributes to academic achievement primarily through indirect pathways, including enhanced social competence, emotional regulation, motivation, and a strengthened sense of school belonging. Teacher empathy emerged as a particularly influential factor, fostering supportive classroom climates that promote engagement and persistence in learning. While direct relationships between empathy and academic grades were found to be context-dependent, empathy consistently functioned as a foundational resource that enables conditions for sustained academic success. The study underscores the importance of integrating empathy into educational practices and policies, highlighting its role not merely as a moral attribute but as a key socio-emotional facilitator of academic achievement.