Teaching further education students the effects of naive realism, to support social development and mitigate classroom conflict

Abstract

Aim(s)Naive realism is the false conviction that one perceives and responds to the world objectively or ‘as it is’ rather than subjectively through the lens of personal motives, experiences and expectations. The teaching of naïve realism to adults has evidenced increased perspective taking. The current research aimed to evaluate if this approach would be effective in supporting adolescents experiencing classroom conflict.MethodA critical realist approach was employed. Participants were a class of fifteen 16–19-year-old further education (FE) students and related academic staff. Students attended two one-hour lessons on naïve realism. Thematic analysis was conducted on pre- and post-teaching focus group data.FindingsPre-intervention, students identified feeling that others were acting belligerently and presenting inaccurate narratives, yet defended their own similar behaviour as routine. Unexpectedly, students also reported a conscious and purposeful use of naïve realism. Post-intervention, students and staff reported: substantial conflict resolution; improved abilities to perspective take, empathise and self-regulate; reduced fear of negative peer evaluation and anxiety; improved learning atmosphere and applications to the wider world. Novel findings include: the benefits of teaching as a whole-class approach; and how bias removal was insufficient to facilitate perspective taking in certain circumstances.LimitationsThe subjective and interpretative nature of the research methodology, small, all-female sample, and potential for social desirability bias, limit the transferability of findings.ConclusionsTeaching adolescents about the effects of naïve realism may have the potential to support wellbeing, relationships, attainment and transition to adulthood.