Recent statistics illustrate an increase in elementary school children dying by suicide (Dillard, 2018). Three nine-year old children took their own lives this past year and bullying was related to all three deaths. Hate incidents at school are increasing at alarming rates although most incidents of hate are not reported. Along with increases in suicide and suicide ideation, anxiety and depression in youth are on the rise (Dillard, 2018).
Helping students develop empathy toward others is a key strategy in bullying prevention and intervention and according to a recent NY Times article (Brody, 2018), it is critical that we help kids develop empathy early in their lives. Social emotional learning (SEL) programs that include a focus on empathy and regulation of emotions are being recognized as an important part of the school curriculum for all students (Zakrzeski, 2014) and based on recent statistics, there is a need for more SEL programs in schools today.
According to Cook-Deegan (2018), social-emotional learning teaches the key attitudes and skills necessary for understanding and managing emotions, listening, feeling and showing empathy for others, and making thoughtful, responsible decisions. Research illustrates that including social-emotional learning (SEL) in the curriculum is good for both students and their teachers (Zakrzeski, 2014).
Forgiveness education, with its focus on recognizing and validating students’ anger as well as teaching students to express emotions in a healthy way, understand the perspective of others, recognize the humanity in all, and increase empathy and compassion, is one form of social-emotional learning that is currently being investigated by researchers (Enright., Knutson, Holter., Baskin, & Knutson, 2007; Freedman, 2018).
The forgiveness education research project described here was based on a quasi-experimental pre-test post-test design with two classes of 5th grade elementary school students attending a low-income school in a Midwestern community. There were approximately 25 ten and eleven-year old students in each class representing a diverse group of races and ethnicities.
The forgiveness education curriculum consisted of 10 weekly lessons of 30 minutes in duration with two days of pre-testing and two days of post-testing. Although all students received the forgiveness education, only the students who returned signed consent forms from their parents completed pre and post-tests (30 out of 50 students total – 16 students in one class and 14 students in another class).
The forgiveness education was taught by the researcher (and author of this blog) and occurred in each classroom on different days of the week. The same weekly lesson was taught in each classroom and the forgiveness education curriculum was based on Enright’s four-phase, 20-unit process model. Selected children’s literature was used to teach and illustrate forgiveness and related concepts to the students.
Certain principles from the chapter, “Helping Children and Adolescents Forgive”, in Enright’s (2001) book, Forgiveness is a Choice, guided the education. First, the idea that it is always the child’s choice to forgive was highlighted. Second, the curriculum was developed with the understanding that children may not understand forgiveness in the same was as adults. Third, the point that forgiving and reconciling are not the same thing was emphasized. Fourth, the rationale for this education and research project was based on the realization that if children are going to learn about forgiveness they need to be educated about it and know that it exists as an option as well as the knowledge that children learn more deeply when challenged and encouraged.
After the project, quantitative results illustrated that students increased significantly in their forgiveness toward a specific offender from pre-test to post-test. Students reported being hurt by friends, siblings, mothers and other students. Students also showed significant increases in their knowledge of forgiveness from pre-test to post-test.
Qualitative results illustrated that students both enjoyed and benefited from the forgiveness education curriculum. Specifically, when asked about what they learned and enjoyed about the forgiveness education, 14 students reported that the forgiveness education “helped them learn to forgive someone”.
Specific statements included, “I like forgiveness because in the future we will meet other people that we do not like but we still need to forgive them”; “Forgiveness has helped me forgive people I couldn’t forgive in a long time”, “It helps me forgive people when they make bad choices”; and “I liked learning because I have learned how to forgive someone like I am trying to forgive someone right now”.
Ten students reported that learning about forgiveness helped them know more about “being nice and showing kindness to others”. Specific comments included, “Even if people you know are mean to you, you can still be nice to them. Don’t be mean to others”; “It helped me be nicer to my brother and friends”; and “You could always give a person that is mean to you a second chance because maybe the person that is being mean is having a bad day or got in an argument with their best friend”.
Nine students also reported that they “learned more about bullying” from the forgiveness education. Specific comments included, “Some bullies get bullied so they are letting their anger out on somebody else”; “People are just hurt inside when they bully”; Even though somebody is being mean to you, you could still forgive them”; and “When you have empathy you want to know how they feel and then you can put your feet in their shoes, and if you are getting bullied you can turn them into a friend by knowing how they feel”.
Seven students reported that they “learned ways to calm down and let go of anger as a result of the forgiveness education. Six students stated that the forgiveness education taught them that “we are all the same underneath”. Another six students reported that they “learned about empathy”. Additional responses by more than one student included, “Forgiving is hard”; “Forgiveness is a choice”; “You don’t need an apology”; Forgiving takes time”; “Forgive but not forget”; and “Revenge is not part of forgiveness”.
This study illustrates the potential of forgiveness education to improve elementary school students’ psychological well-being and interpersonal relations as well as the importance of including forgiveness education in the school curriculum. Students who learn how to forgive and decrease their anger in healthy ways will be less likely to be involved in bullying and other violent acts (Freedman, 2018). This research is encouraging and needs to be replicated with additional populations of children and adolescents.
I have forgiven my partner but at times I get angry about what she did to me. How can I avoid these feelings and forgive permanently?
As the late Lewis Smedes used to say, forgiveness is an imperfect activity for imperfect people. Even if anger surfaces occasionally, please do not grow discouraged. You can forgive again and it likely will take less time than previously and lead to better results. The idea of “permanent” forgiveness is not necessarily going to happen in all people for all circumstances. Having some anger left over happens to many people, especially when the injustice is deep. So, please be gentle with yourself and please do not expect absolute perfection as you grow in the moral virtue of forgiveness.
For additional information, see Forgiveness for Couples.
I started the forgiveness process but out of sheer fatigue, I stopped for a while. I want to start up again and now I have a question. Should I start at the beginning or continue where I left off?
This depends on how long it has been since you previously were practicing forgiveness. If you have left the process for a few weeks, I suggest that you start at the beginning. This does not mean that it will take you a long time to get to where you left off. Some of the challenges in the early part of forgiveness (such as uncovering the effects of resentment) likely will be confronted quickly so that you can keep going in the forgiveness process.
For additional information, see The Four Phases of Forgiveness.
Did you apologize? Did you show him that you are aware of your error and have taken steps not to repeat it? This may help him establish trust in you which may help him to forgive you. You will need patience as he makes up his own mind. Your trying to put pressure on him to forgive will not be helpful. He needs to see the value of forgiveness and willingly say yes to it.
For additional information, see Learning to Forgive Others.
I have a roommate who is very angry with his mother. It seems to me that he has built up a story on his mother that is exaggerated, in other words, not entirely true. What do you suggest I do to help him forgive?
First, it would be best to have him think as carefully and as rationally as possible to sort out what is true and what is false regarding the mother’s actions. He needs to take a courageous view of the truth of the mother’s actual injustice. Once this occurs, he should be able to see the exact injustices in which the mother engaged. Your roommate then can pick out one incident and forgive his mother for that one. Then he can move to another incident. Little by little, he may forgive so that his resentment lessens and he can consider approaching his mother with a deeper sense of her inherent worth.
For additional information, see What Is Forgiveness?