Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Bialystok, L., & Kukar, P. (2018). Authenticity and empathy in education. Theory and Research in Education, 16(1), 23-39.*

Caetano, L. A. O., de Oliveira, W. A., do Nascimento, L. C. G., Manochio-Pina, M. G., Ramos, S. B., & da Silva, J. L. (2021). Relationship between executive functions and bullying: An integrative literature review. Psicologia: teoria e prática, 23(2), 1-23.

Cid-Sillero, S., Santiago-Ramajo, S., & Pilar Martín-Lobo, M. (2018). Relation between executive functions and empathy and their influence on academic performance in students of basic vocational training. Electronic Journal of Research in Educational Psychology, 16(46).*

Ellerbrock, C. R., & Vomvoridi-Ivanovic, E. (2022). Setting the stage for responsive middle level mathematics teaching: Establishing an adolescent-centered community of care. Middle School Journal, 53(2), 12-21.*

Hunter, J. G., & Stinson, D. W. (2019). A mathematics classroom of caring among a Black male teacher and Black male students. Curriculum and Teaching Dialogue, 21(1/2), 21-34.*

Kira, I. A., Shuweikh, H., Al-Huwailiah, A., El-Wakeel, S. A., Waheep, N. N., Ebada, E. E., & Ibrahim, E. S. R. (2022). The direct and indirect impact of trauma types and cumulative stressors and traumas on executive functions. Applied Neuropsychology: Adult, 29(5), 1078-1094.

Martin, C. (2015). Empathy, Equity, Empowerment: Using Restorative Practices to Build Character and Community While Reducing Suspensions. Voices in Urban Education, 42, 14-18.*

Matalon, M., & Clauss-Ehlers, C. S. (2023). Creating a Multiculturally Responsive and Trauma-Informed Classroom Ecology for Diverse Learners: Collaboration, Classroom Community, and Identification of Systemic Barriers. Adult Literacy Education, 5(1), 55-61.*

Stern, J. A., Bailey, N. A., Costello, M. A., Hellwig, A. F., Mitchell, J., & Allen, J. P. (2024). Empathy across three generations: From maternal and peer support in adolescence to adult parenting and child outcomes. Child Development.*

Swan, P. (2021). The lived experience of empathic engagement in elementary classrooms: Implications for pedagogy. Teaching and Teacher Education, 102, 103324.*

VanCleave, D. S. (2016). Contributions of neuroscience to a new empathy epistemology: Implications for developmental training. Advances in Social Work, 17(2), 369-389.*

Warren, C. A. (2013). The utility of empathy for White female teachers’ culturally responsive interactions with Black male students. Interdisciplinary Journal of Teaching and Learning, 3(3), 175-200.*

Warren, C. A. (2014). Towards a pedagogy for the application of empathy in culturally diverse classrooms. The Urban Review, 46, 395-419.*

Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183.*

Yamniuk, S. (2017). The importance of including human rights education in primary and secondary schools: A focus on empathy and respect. Globalisation, human rights education and reforms, 145-157.*