Teaching charity and kindness can begin with ordinary classroom choices: the language adults use, the examples pupils notice and the chances they have to contribute. A developmental framework describes kindness as involving emotions, cognitions and inner states associated with gentleness and benevolence; it distinguishes kindness directed towards oneself from kindness directed towards other people (European Journal of Developmental Psychology).
Choose activities that suit pupils’ ages, your setting and the time available. For related language and class expectations, see this guide to good manners for kids and adults.
- Use specific, observable examples when discussing kindness.
- Plan ordinary routines, discussion prompts and class actions that fit pupils’ ages and setting.
- Include both kindness towards others and gentle self-directed language.
Contents
Model Behaviour: Set the Example Every Day
Make the behaviour you want to discuss visible in your own interactions. Use calm, respectful language when giving directions, resolving everyday problems or acknowledging a pupil’s contribution.
Keep recognition specific. For example, say: “I noticed you paused to let someone finish speaking.” Or: “Thank you for returning the equipment when you saw it was needed.”
Evidence from a longitudinal study of 1,178 families in nine countries found that higher parental acceptance predicted increased child prosocial behaviour from ages 9 to 10 and again from ages 10 to 12 (Developmental Psychology).
Make Kindness Part of Daily Routines
Choose one brief routine that can be repeated without becoming a major task. A daily opening prompt, a weekly reflection or a class noticeboard can provide a regular place to name considerate actions.
- Kindness notes: Invite pupils to record an action they observed.
- End-of-week prompt: Ask, “What is one considerate choice you noticed this week?”
- Shared equipment check: Ask pupils to leave a space ready for the next group.
Keep entries voluntary and avoid turning personal experiences into public disclosures. Review any display or collection method against your school’s usual procedures.
Lead Conversations: Spark Talk and Reflection
Use literature, history, current events or classroom situations as a starting point for discussion. Select a scenario and give pupils time to think before inviting responses.
Try prompts such as: “What choices did this person have?” “Who might be affected?” “What could a considerate response sound like?” and “What might being gentle with yourself look like after a mistake?”
Set discussion expectations in advance: pupils may disagree with an idea, take a pass, and speak about situations without naming classmates.
Create Class Charity Actions: Go Beyond Fundraising
A class charity action could focus on contributing time, attention, skills or shared resources rather than fundraising. Choose an action that is manageable for the class and appropriate for your school community.
- Create welcome cards or book recommendations for another class.
- Organise a tidy-up or care task within school grounds.
- Invite pupils to identify a community cause they would like to learn about.
- Plan a resource swap using materials approved by the school.
Agree the purpose, roles, timescale and any permissions before starting. Where an activity involves contact beyond the school, follow school safeguarding and communication procedures.
Use Specific Praise When You Notice Kind Actions
Use praise that names the action rather than assigning a fixed label. Focus on what was seen or heard: “You waited while your partner explained their idea,” or “You checked whether anyone needed a copy.”
Include chances to acknowledge repair after an everyday problem. For example: “You noticed the spill, told someone and helped sort it out.”
Keep praise proportionate and private when a pupil would not want public attention. Avoid requiring pupils to share personal reasons for their actions.
Integrate Kindness into Your Curriculum
Build charity and kindness prompts into work already planned. In English, discuss a character’s choices. In history, examine how people responded to a need in their community. In science, consider how research and public benefit can be connected.
In PSHE, citizenship or tutor time, use short scenarios for pupils to discuss options without acting out personal experiences. Invite pupils to write a helpful response, identify a respectful question or compare different viewpoints.
For additional teaching ideas across subjects and age groups, browse the Education collection.
Help All Children Join In
Offer more than one way to take part. A pupil might contribute by drawing, writing, working with a partner, speaking to the class or helping with a practical task.
Use clear, short prompts such as: “What could we do next?” “How could we include another person?” and “What would a respectful response sound like?” Allow pupils to pass or take time to prepare an answer.
For individual decisions involving a pupil’s learning, communication, development or wellbeing, consult the appropriate qualified professional and follow school procedures.
A short planning check
- Is the activity suitable for this group and setting?
- Can pupils choose how to participate?
- Have you set clear expectations for respectful discussion?
- Are permissions and school procedures in place where needed?
