Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

HOUSE BILL NO. 38 25

Introduced by: REP. RACHEL MARGUERITE “CUTIE” DEL MAR

EXPLANATORY NOTE

Empathy—the ability to understand and share the feelings of others—is a
foundational life skill critical to the development of emotionally intelligent,
compassionate, and socially responsible individuals. It allows people to engage
with others respectfully, resolve conflicts constructively, and contribute
meaningfully to society.

Empathy is not only a personal virtue but a public good. Numerous studies
and educational frameworks have shown that empathy can be taught and nurture
d through structured learning, especially during childhood and adolescence.

In the Philippines, while elements of empathy training are present in certain
schools through Social-Emotional Learning (SEL) modules or character education
programs, there is no formal, mandatory curriculum for teaching empathy in a
sustained and intentional manner.

This bill seeks to institutionalize a dedicated, once-weekly empathy class

for all children aged 6 to 16 years old, recognizing empathy as essential to a
child’s holistic development—equally important as literacy and numeracy.

Supporting Research and Global Practices

A meta-analysis of 213 school-based SEL programs involving over
270,000 students found that participants demonstrated significant improvements
in social-emotional skills, attitudes, and behavior, as well as an average 11-
percentile-point gain in academic achievement compared to peers who did not
participate in SEL programs’.

In Canada, the Roots of Empathy program—a classroom-based
intervention involving infants and parents—has shown evidence of lasting
reductions in aggression and bullying and increases in prosocial behavior,
with effects persisting for up to three years’.


In Denmark, empathy has long been embedded in education through a
weekly class known as “Klassens tid” (‘class time”), during which students discuss
personal or class-related issues in a safe, inclusive, and reflective environment®.
The sessions are designed to foster emotional awareness, mutual support, and
problem-solving among peers. While the format has evolved in recent years, the
concept remains an internationally recognized model for empathy instruction.

In China, large-scale evaluations of humane and emotional education
initiatives demonstrated measurable increases in prosocial behaviors and
emotional understanding among elementary students*

Similarly, in South Korea, a meta-analysis found that SEL programs signifi
cantly improved social-emotional competence, academic performance, and classro
om climate, especially when delivered through at least 10 short sessions (e.g., 40
minutes)* .

Experts in educational psychology affirm that empathy is teachable, and th
at integrating it into the school curriculum fosters emotional resilience, cooperatio
n, and long-term mental wellness" .

Conclusion
By requiring a weekly empathy class, this measure aims to:

Support emotional and mental well-being;
Reduce bullying and conflict in schools;

Strengthen interpersonal and communication skills;

Foster a culture of compassion and civic responsibility among Filipino yout
h.

VV

In light of the foregoing, the immediate passage of this measure is earnestly
sought

RACHEL hints ‘CUTIE” DEL MAR

Footnotes

1. Durlak, J. A., et al. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based
Universal Interventions. Child Development, 82{1), 405-432. hitps://pubmed neta nln nil. ov/ 21291449

2. Roots of Empathy. (n.d. Program Research and Impact. hutps://en wikipedia.org/wiki/  oots_of Empath y

3. The Danish Way. (2020). Why Empathy is Taught in Danish Schools. https://az.c0

4.Ps et al. (2022). A Meta-Analysis of Social Emotional Learning Interventions in China. Frontiers in Psychology.
hhups:// wiv. trontiersin.org/articles/ 10.3389/ psyg. 20221030522

5. Lee, Y., & Lee, J. (2022). Meta-Analysis of Social and Emotional Learning Programs in South Korea. international Journal of
Environmental Research and Public Health. htps://www ncb nlm nib-goe/ pmc/artici-s/" 1C9231796

6. Samuel, J., & Kirwan, B. (2023). Teaching Empathy in Schools. The Times UK. https://swww.thetimes.co.uk/article/teaching-
empathy. children-education-Kindness-julia-samuel-Sframetw5,


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

3825

HOUSE BILL NO.

Introduced by: REP. RACHEL MARGUERITE “CUTIE” DEL MAR

AN ACT
INTEGRATING EMPATHY TRAINING INTO THE CURRICULUM OF ALL PUBLIC
AND PRIVATE EDUCATIONAL INSTITUTIONS AND PROVIDING PROGRAMS
FOR TEACHER AND EXECUTIVE PROFESSIONAL DEVELOPMENT, AND FOR
OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:

SECTION 1. Short Title. - This Act shall be known as the Empathy
Education and Training Act of 2025”.

SEC. 2. Declaration of Policy. - It is hereby declared the policy of the State
to promote a culture of compassion, respect, and social responsibility among
Filipinos. The State recognizes that empathy is essential in building inclusive
communities, preventing bullying, improving mental health, and fostering unity
across diverse sectors of society. To this end, empathy training shall be integrated
into education and professional development programs to enhance the emotional
intelligence and interpersonal skills of learners, teachers, and leaders.

SEC. 3. Definition of Terms. - For purposes of this Act, the term:

(a) Empathy refers to the ability to understand and share the feelings and
perspectives of others, leading to compassionate and appropriate responses.

(b) Empathy Training refers to structured activities, lessons, and programs
designed to develop empathy, including but not limited to role-playing, empathy
mapping, immersion activities, reflective listening, and mindfulness-based
exercises.

(c) Social and Emotional Learning (SEL) refers to the process of acquiring and
applying knowledge, skills, and attitudes to understand and manage emotions, set
and achieve goals, feel and show empathy, maintain positive relationships, and
make responsible decisions.


SEC. 4. Integration into the Basic Education Curriculum. - The
Department of Education (DepEd) shall integrate empathy training into the K to 12
Basic Education Curriculum in both public and private schools, particularly in:

(a) Values Education, Edukasyon sa Pagpapakatao, and Social Studies
subjects;

() Co-curricular and extra-curricular activities;
(c) School-based programs to prevent bullying, discrimination, and violence.

SEC. 5. Teacher Professional Development. - The National Educators
Academy of the Philippines (NEAP), in coordination with teacher education
institutions, shall:

(a) Provide mandatory empathy training modules for pre-service and in-
service teachers;

(b) Conduct workshops on empathy-based classroom management, inclusive
teaching strategies, and interventions for students with special needs;

(c) Develop resource materials and teaching guides for empathy-focused
activities.

SEC. 6. Executive and Leadership Programs. - The Civil Service
Commission (CSC), Commission on Higher Education (CHED), and relevant
academic institutions shall incorporate empathy and social-emotional learning
modules in executive education programs, leadership training, and public service
development courses.

SEC. 7. Community and Workplace Application. - Local Government
Units (LGUs), in coordination with the Department of the Interior and Local
Government (DILG), shall implement community-based empathy workshops to
address social cohesion, conflict resolution, and workplace well-being.

SEC. 8. Research and Evaluation. - The Department of Education, in
partnership with research institutions and universities, shall:

(a) Conduct studies on the long-term effectiveness of empathy training in
reducing bullying, improving mental health, and enhancing social cohesion;

(b) Develop evidence-based enhancements to the empathy curriculum;

(c) Submit an annual report to Congress on the implementation and
outcomes of the program.

SEC. 9. Appropriations. - The amount necessary for the initial
implementation of this Act shall be charged against the current appropriations of
DepEd, CHED, and concerned agencies. Thereafter, such sums as may be
necessary for its continued implementation shall be included in the annual
General Appropriations Act (GAA).

SEC. 10. Implementing Rules and Regulations (IRR). - Within ninety (90)
days from the effectivity of this Act, the DepEd, CHED, CSC, NEAP, and other


concerned agencies shall promulgate the necessary rules and regulations to
implement the provisions of this Act.

SEC. 11. Separability Clause. - If any part or provision of this Act is
declared unconstitutional or invalid, the remaining provisions shall not be affected
and shall continue to be in full force and effect.

SEC. 12. Effectivity Clause. - This Act shall take effect fifteen (15) days
after its complete publication in the Official Gazette or in a newspapers of general
circulation.

Approved,