The aim of this exploratory study was to examine fourth to eighth graders’ conceptualizations of kindness at school (i.e., their definition of kindness, an example of an act of kindness they have done, who they see as the most salient adult agent of kindness, and which location they deem that kindness happens most). To date, kindness research has focused predominantly on assessing the effects of being kind on student well-being and little is known about how students understand kindness and are kind in school. Across definitions and examples of kindness, the themes of helping others, showing respect, and encouraging others were prevalent. Teachers and principals were identified as the main adult agents of kindness; the classroom and outside/playground were identified as the two main kindness locations. Understanding how students conceptualize kindness within the school context holds implications for educators seeking to foster prosocial behavior among students.

中文翻译：

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谁，什么以及哪里的学校友善：探索学生的观点

这项探索性研究的目的是研究四年级至八年级学生对学校的善意的概念（即，他们对善意的定义，他们所进行的善意行为的一个例子，他们认为这是成人中最突出的善意行为，以及他们认为最有可能发生在哪个位置）。迄今为止，仁慈研究主要集中在评估仁慈对学生幸福感的影响，而对学生如何理解仁慈和学校善良知之甚少。在仁慈的定义和例子中，帮助他人，表示尊重和鼓励他人的主题很普遍。教师和校长被确定为主要的成人帮助对象；教室和室外/操场被确定为两个主要的好去处。