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Purpose The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university. Design/methodology/approach The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo et al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP). Findings These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience. Research limitations/implications The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use. Practical implications The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE). Social implications The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good. Originality/value A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.

This chapter directs attention to increasing calls to integrate compassion training in curricula throughout the education system. Compassion-based initiatives are now beginning to be utilised within a wide range of organisational, health and educational settings. One reason is that a large body of evidence is now well established -and growing rapidly -that demonstrates focusing on the cultivation of compassion-based motives and affiliative emotions has important effects on mental states and well-being. Indeed, compassion training is now known to have a range of physiological effects and improve both moral and prosocial behaviour and to enhance connections between people that are rescuing, sustaining and rational. In universities and schools, the call for compassion training is set against a growing concern with the consequences of the increasingly self-focused competitive nature of education.While some degrees of competitiveness can be useful, individuals who are overdriven in competitiveness can become narcissistic and callous, while those who feel they are failing can become stressed, self-critical, anxious, depressed and generally mentally unwell (Gilbert P, 2009, 2017a). In Higher Education (HE) it is growing harder and harder to mediate such cultures when neither staff nor students have experience, in their teacher training, nor school backgrounds, of even a basic education in the psychobiological nature of compassion. Key players in government too appear to misunderstand or overlook how such a grounding plays a vital role in combining socio-emotional and subject education. Compassion builds mental and emotional resilience.In this chapter we review current HE aims and objectives, and the potential psychological impacts that a metric-based educational system can have on both staff and students, including the values it creates. We also outline the importance of having a clear understanding of the nature of compassion as a form of courage and focus, and explore the processes and evidence for a particular form of compassion training -'compassionate mind training' or 'CMT' -on wellbeing, including in terms of social relating. In addition, we discuss how to implement compassion-based practices in HE, enabling universities to embrace the core values they often advertise, e.g. statements suggesting they champion the health and well-being of their communities, as well as academic performance. In sum, we argue that elements of compassion should underpin the training of lecturers (and teachers), as well as students (and pupils), if UK institutes of learning are to truly embrace the core values they advertise, and promote the health and well-being of their staff and student body.

HE’s pandemic-driven shift to online platforms has increased social and learning disconnection amongst students. In online group work/teamwork, many are reluctant to switch on their cameras to be more present to others. Compassion in group work/teamwork is defined as noticing, not normalizing, one’s own and/or others’ distress or disadvantaging and taking wise action to prevent or reduce this. This notion of compassion is being assessed in the HE sector using filmed task-focused in-class group work meetings to identify levels of both inclusivity and criticality around the team. This study investigates the use and outcomes of using the compassionate communications strategies (that were developed in and for the offline classroom) in online team meetings. In this mixed-methods study, two groups of four international STEM students, each from a sample of five UK universities, were video-recorded in task-focused group work meetings (TGMs) before and after an online interactive 90-min training session (‘the intervention’) on the Cognitive Skills of Compassionate Communications (CSCC) in teams. A comparison of the (pre and post CSCC intervention) quantitative and qualitative data results indicated, post-intervention, a significant increase in students’ screen gaze attentiveness to each other, and reasons why students’ motivation to switch on their cameras had changed.

Many students struggle with group-based assessments. The pedagogic approach of the ‘compassionate micro skills of communication’ (CMSC) aims to equip students with the skills necessary to work effectively in group settings. To this end, students studying on a core psychology module involving group-work, received structured CMSC learning in seminars. Following its implementation, analysis of data from four student and one staff focus groups, using thematic analysis, indicated support for the pedagogic approach. Four themes emerged: the use of CMSC for addressing unhelpful group behaviours; employing helpful group behaviours; enhancing inclusivity; and areas for CMSC improvement and roll out. Quantitative data collection is still on-going and will be reported elsewhere. However, our preliminary analysis of the qualitative data provides good support for utilising a CMSC pedagogic approach in Higher Education regarding both its efficacy and potential positive impact.