Building perspective taking skills is a foundational part of supporting students as they learn to recognize and respond to the emotions and experiences of others. For elementary-aged students, these abilities serve as the building blocks for positive relationships and effective problem solving both in and outside the classroom.

Download Activity and Lesson Plan

The Showing Empathy Packet from Everyday Speech is designed to give clinicians, teachers, and support staff practical, engaging activities that nurture empathy through perspective taking.

This article will guide school-based professionals through understanding perspective taking, explain its significance, and offer a structured lesson plan using this downloadable packet. Guidance will also be provided for extending learning once the formal activities are complete.

What Is Perspective Taking?

Perspective taking is the cognitive process of considering a situation from someone else’s point of view. It is part of the broader skill of situational awareness, which includes recognizing what is happening in a particular environment and understanding how it might impact the feelings and actions of others.

For elementary school students, perspective taking goes beyond simply acknowledging that others have different thoughts and feelings. It involves imagining what another person might be experiencing in a given context and adjusting responses accordingly.

In practice, this often looks like pausing to consider how a classmate might feel when left out of a game, or noticing when a friend is upset and offering supportive words.

The Showing Empathy Packet introduces students to key concepts such as recognizing feelings, identifying what others might be thinking, and exploring how actions can affect emotions. Through engaging stories, discussion prompts, and visual supports, children are encouraged to practice viewing situations from multiple viewpoints.

This approach lays the groundwork for genuine empathy as students learn to pair their understanding of others’ perspectives with supportive and helpful actions.

Why Teach Perspective Taking?

Perspective taking is essential for daily interaction, conflict resolution, and successful participation in group activities. Here are several reasons why instruction in perspective taking is critical for elementary students:

• Encourages inclusion and reduces bullying by teaching children to recognize and value differences in thoughts and feelings.
• Promotes stronger friendships and cooperative play by helping students understand the impact of their actions on others.
• Supports emotional regulation, as understanding another’s perspective can reduce impulsive reactions and foster patience.
• Lays the groundwork for effective communication and problem solving.
• Contributes to a positive, supportive classroom environment.
• Builds skills necessary for success in academic group work, extracurricular activities, and familial relationships.
• Equips students with life skills for future challenges that require understanding and collaboration.

When young learners regularly practice perspective taking, they become more proactive in helping peers, adapt more easily to changes in routine, and are generally more resilient in social situations.

Lesson Plan: Using Showing Empathy Packet

The Showing Empathy Packet is a no-prep resource containing visually rich stories, student worksheets, discussion questions, and actionable review activities. It helps address various learning styles through visual, auditory, and kinesthetic components, making it versatile for diverse elementary classrooms and small groups.

Step 1: Introduce Empathy and Perspective Taking

Begin the lesson by introducing keywords such as empathy, perspective taking, feelings, and actions. Draw connections to students’ prior experiences by asking questions like, “Has anyone ever felt misunderstood?” or “Can you think of a time when you tried to help a classmate?”

Use the packet’s introductory pages to display the definition of empathy alongside relatable examples. Encourage students to share brief stories from their own lives that involve noticing how someone else might be feeling or thinking.

Step 2: Read Aloud and Discuss Scenario Pages

Next, use the included scenario pages to anchor discussion. The packet presents short, illustrated stories showcasing common elementary school situations—such as a new student joining class, a peer making a mistake, or someone feeling left out during group work.

Read the first story aloud together as a group. Pause frequently to highlight facial expressions, body language, and situational context in the illustrations. Ask guiding questions, for example:

• How do you think the character is feeling?
• What might this person be thinking?
• Why did the character react the way they did?

Encourage students to provide evidence from the text and pictures to support their answers. Writing responses on a white board or anchor chart will help reinforce group learning.

Step 3: Complete the Empathy Map Worksheet

Distribute the Empathy Map worksheet included in the packet. This graphic organizer prompts students to consider what a person in a given scenario might be feeling, thinking, saying, and doing. Choose one scenario from the earlier discussion, or let students select from several options.

Walk through the worksheet together, modeling how to draw connections between parts of the story and each quadrant of the map. For example, in a situation where a character is being teased, students might fill in:

• “Feeling”: Sad, embarrassed
• “Thinking”: I wish they would stop, I want a friend to help
• “Saying”: Please don’t tease me
• “Doing”: Looking down, not smiling

Allow time for individual or partner work. Once completed, ask volunteers to share and compare their responses. Highlight any differences and emphasize that it is normal for people to interpret situations in diverse ways.

Step 4: Role-Play Perspective Taking

Turn insights from the empathy map into short role-plays. Assign roles from the scenario to students: the main character, bystanders, and helpers. Guide students through acting out the situation, encouraging them to use the feelings, thoughts, and actions from the worksheet.

After each role-play, facilitate a discussion:

• What choices were helpful?
• How might the outcome change if someone responded differently?
• What could bystanders do to show empathy?

Role-playing allows students to experience the emotional complexities of real-life situations in a supportive, low-pressure environment. It also gives them practice adjusting their responses as they learn more about how others are feeling.

Step 5: Reflection and Personal Connection

Close the formal lesson with a written or shared reflection. Ask students to describe a time when they needed empathy or when they gave it to someone else. Prompts might include:

• Describe a time you helped a friend who was sad. How did you know how they felt?
• When has someone noticed your feelings and helped you out? What happened?

These personal reflections serve to solidify the connection between perspective taking and everyday social situations. They also offer valuable insights for the clinician or teacher regarding how students perceive empathy within their peer group.

Supporting Perspective Taking After the Activity

Reinforcing these skills beyond a single session ensures that perspective taking becomes a natural part of each student’s toolkit. Here are several strategies for supporting ongoing growth:

• Display anchor charts or visual reminders about empathy and perspective taking in the classroom.
• Incorporate “perspective checks” during group work or class discussions. Periodically ask students, “How might others feel right now?”
• Use literature and media as continual examples. During story time, pause to explore characters’ emotions and choices.
• Set up a “Feelings Board” where students can anonymously post how they are feeling, encouraging classmates to practice responding supportively.
• Involve families by sharing the download link to the packet and encouraging home activities focused on discussing feelings and point of view.
• Schedule periodic check-ins or mini-lessons reviewing empathy strategies, allowing students to revisit the scenarios or create new ones together.

Collaboration with fellow school staff is also vital. By sharing insights and discussing student needs with classroom teachers, counselors, or support staff, perspective taking instruction can be woven into daily routines such as morning meetings, conflict mediation, and partner work.

Wrapping Up: Building Empathy Every Day

Perspective taking is not only a skill to be taught, but also a habit to be reinforced daily. The Showing Empathy Packet equips clinicians and educators with accessible, no-prep activities that fit easily into classroom routines or small group sessions.

By maintaining a focus on both empathy and understanding the viewpoints of others, school-based professionals nurture a supportive, inclusive environment where every student has the tools to listen, care, and respond with kindness.

Consistent practice not only helps students resolve conflicts, but also fosters stronger connections among peers and builds confidence in navigating social situations. As children grow more adept at seeing the world through someone else’s eyes, the foundation is laid for meaningful relationships, academic success, and a lifelong capacity for compassion.