Dr Maiedha Raza says, "When teachers respond to their own struggles with compassion rather than blame, they positively role model this for students to do the same. Compassion, in this sense, can become contagious."
Introduction
Compassion is often described in terms of something we extend outwards towards others. In our teaching and leadership capacity, it is usually framed as empathy, or support for students or other colleagues. It is less frequently acknowledged that sustainable compassion begins internally. Without self-compassion, even the most values-based educators and leaders can find themselves depleted or overwhelmed. In environments shaped by performance metrics & hierarchies, self-compassion is a necessity.
Exploring Compassion in Higher Education
Researcher Kristin Neff, a leading figure in the study of self-compassion, defines self-compassion as comprising three elements: self-kindness rather than self-judgement, common humanity rather than isolation, and mindful awareness rather than over-identification with distress (Neff, 2003).
Applied to education and leadership, this framework offers a powerful antidote to cultures that can sometimes reward self-criticism and emotional suppression. At its core, compassion in teaching and leadership is about recognising humanity: the learner’s, the colleague’s, and our own. This includes positively acknowledging uncertainty and the emotional experience, as a part of professional life, rather than a sign of weakness.
The absence of self-compassion is perhaps most visible in the phenomenon of imposter syndrome, which is widely reported among teachers, academics, and leaders. I am familiar with this with lived experience. Hailing from an underprivileged background and finding myself surrounded by academics, many of whom appeared confident and fluent in institutional language, success sometimes felt accidental. The instinct in these situations was to downplay, rather than celebrate and acknowledge success openly.
Neff’s concept of common humanity directly challenges this narrative. Feeling like an imposter is not a personal failing; it is a shared human experience, particularly in systems that privilege certain backgrounds, accents, or forms of cultural capital. When educators and leaders lack self-compassion, they may unknowingly perpetuate these dynamics, modelling perfectionism rather than growth and emotional resilience.
In teaching, the consequences are subtle but significant. Educators who are unkind to themselves may struggle to tolerate uncertainty in learners and may respond defensively to feedback. Similarly, in leadership, a lack of self-compassion can manifest as over-control, micromanaging or burnout. Paradoxically, this often reduces psychological safety, the very condition Edmondson (1999) found was necessary for learning, creativity, and trust to flourish.
The research demonstrates that self-compassionate leaders and teachers are better able to hold uncertainty. Research suggests that self-compassion is associated with greater emotional regulation and resilience (Neff & Germer, 2013). When teachers respond to their own struggles with compassion rather than blame, they positively role model this for students to do the same. Compassion, in this sense, can become contagious.
Neff is clear that self-compassion supports motivation and responsibility, rather than undermining it. It allows individuals to learn from mistakes without being consumed by shame. In teaching and leadership, this distinction matters. Compassionate practice can create environments where people, leaders, students and teachers can thrive.
My own interest in teaching communication skills and compassionate communication grew organically through my work in healthcare, where I witnessed how profoundly people are affected not only by what is said, but by how they are heard.
In clinical environments marked by vulnerability and uncertainty, I came to understand the power of active listening and how empathy can build trust and connections. As I began teaching, I sought to model these principles in practice, recognising that communication is learned as much through experience as through instruction. Over time, this commitment to empathy and compassion has shaped my educational approach and led me to develop and deliver courses that support learners around the world in both undergraduate and postgraduate educational settings.
As educational institutions and organisations increasingly emphasise wellbeing, there is a risk that compassion becomes another performative requirement, rather than a lived practice. Workshops and policies will have limited impact if they do not address the internal cultures of self-criticism that many educators and leaders carry with them. My own experience suggests that the most transformative shift happens when internal compassion is cultivated, particularly for those who have learned early on that they must earn belonging.
In conclusion, compassion in teaching and leadership cannot be sustained without self-compassion. By normalising struggle, recognising shared humanity, and practising self-kindness, we model a more compassionate way of being for those we teach and lead.
Call to action: point of reflection
How might teaching and leadership change if self-compassion were treated as a core professional skill?
What would that require from our institutions, and from ourselves?
References
Clance, P. R. (1985). The Impostor Phenomenon: When Success Makes You Feel Like a Fake. Toronto: Bantam Books.
Edmondson, A. (1999). Psychological safety and learning behaviour in work teams. Administrative Science Quarterly, 44(2), 350–383.
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101.
Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the Mindful Self-Compassion program. Journal of Clinical Psychology, 69(1), 28–44.
Dr Raza is a GP with an interest in self-compassion and compassionate leadership. She lectures and delivers courses on leading and communicating with empathy & compassion. She works as a co-clinical lead at the University of Manchester. Originally from Yorkshire, Dr Raza brings a grounded, practical approach to wellbeing that is shaped by both lived experience and clinical expertise.
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