The Double Empathy Problem in the Classroom
Summary
Emily Kircher-Morris and Amanda Morin delve into the double empathy problem, challenging assumptions about neurodivergent individuals' empathy. They use personal anecdotes and classroom examples to illustrate communication breakdowns and offer practical strategies for educators. The discussion emphasizes the importance of curiosity, asking clarifying questions, and taking neurodivergent communication at face value to create more emotionally safe and understanding school environments.Episode description
On episode 264, we're sharing our sister podcast's conversation about the double empathy problem. In Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore a concept that challenges the assumption that neurodivergent individuals lack empathy, and instead highlights how misunderstandings happen between different neurotypes. They share personal stories, real-world classroom scenarios, and strategies to help educators bridge the communication gap with their neurodivergent students.
TAKEAWAYS
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The double empathy problem—what it is and why it matters in schools.
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How educators can shift from assuming misbehavior to seeking understanding.
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The difference between cognitive empathy (perspective-taking) and affective empathy (emotional connection).
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Why curiosity and asking the right questions can prevent conflict and improve student-teacher relationships.
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Strategies for making classroom environments more emotionally safe for neurodivergent students.
BACKGROUND READING
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The Double Empathy Problem (Damian Milton, 2012)
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Neurowild by Em Hammond – Visual resources explaining neurodiversity concepts
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Neurodiversity University Educator Hub: Join the Community
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Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported - Order here
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