Fostering childhood prosociality and relatedness: the perceived impact of an arts-based philosophical intervention on collaboration, empathy and respect

Background: , is essential for both individual and collective well-being. According to self-determination theory, satisfying the fundamental need for relatedness plays a crucial role in motivating prosociality. Integrating interventions that combine arts and philosophical approaches reinforces socio-emotional skills fundamental to prosociality by enhancing social awareness and empathy, as well as offering an adaptable and practical approach in academic settings. Aim: This study examined how children engage with social contexts that call upon socio-emotional competencies, and how these experiences relate to the development of prosociality in art-based philosophical interventions. The study was guided by the following research question: Methods: This study used a descriptive qualitative design with children in a school setting. Over 10 consecutive weeks, 60-minute workshops combining arts and philosophical inquiry were conducted. Data analysis included group discussions, observations, and 21 semi-structured interviews, with results interpreted through inductive thematic analysis. Results: The findings indicated that the intervention fostered both connection and engagement among the students: Connection (perceived as emotional resonance) encouraged mutual respect, empathy, and admiration, whereas engagement (which offered comfort, trust, and fostered a sense of belonging) was observed through camaraderie, collaboration, and instances of disengagement. Discussion: These findings highlight that the development of introspection, self-awareness, and autonomy through artistic and philosophical activities provided a foundation for students to act prosocially, thereby emphasizing empathy, care, and respect toward others. Implications: The study demonstrates that integrating arts and philosophical inquiry in elementary education fosters prosociality, empathy, and self-awareness, supporting both academic and socio-emotional growth. It offers adaptable strategies for inclusive, cooperative classrooms and highlights implications for curriculum design and policy promoting student well-being and community.