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

Maxime Gilbert^1*Joel Montanez^1,2,3Zachary Fry⁴Adrianna Mendrek¹Catherine Malboeuf-Hurtubise^1*

• ¹Bishop's University, Sherbrooke, Canada
• ²St. Mary's Research Centre (SMRC), Montreal, Canada
• ³CIUSSS du Centre Sud de l'Île de Montréal, Montreal, Canada
• ⁴University of Wollongong, Wollongong, Australia

Background: Fostering prosociality in children, defined as acting for the benefit of others, 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 proso-ciality. 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: What are the perceived benefits of an art-based philosophical intervention on chil-dren!s prosociality and relatedness? 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 dis-cussions, 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 empha-sizing 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.