A Q&A with the experts: Behind the scenes of PBS’s “Fostering Empathy Among Neurotypical Kids”

Empathy helps create more inclusive classrooms and communities. When we understand what it’s like to learn and think differently, we can support one another with curiosity and compassion. That’s the idea behind Through My Eyes, Understood’s immersive digital experience. It uses real stories, guided discussion, and interactive activities to build empathy for students with ADHD, dyslexia, and dyscalculia. 

We were excited to work with PBS’s A World of Difference to capture one of these sessions in a segment called “Fostering Empathy Among Neurotypical Kids.”

During the experience, kids watched day-in-the-life videos, reflected on strengths and challenges, and tried a simulation designed to mirror dyslexia. The session was led by clinical psychologist Dr. Andrew Kahn. Andy is Understood’s associate director of expertise and strategic design, alongside Dr. Ann Bennett. Ann is Understood’s associate director of applied research and evaluation and a former teacher.

In this Q&A, Andy and Ann share what went on behind the scenes — and why helping kids see the world through someone else’s eyes matters now more than ever.

Andy: I led the Through My Eyes experience itself, guiding kids through the videos and simulations, setting the tone for an open discussion, and helping them reflect on what they were seeing and feeling. My role was to create a space where kids felt safe being honest, curious, and even unsure, and to gently support their understanding of learning and thinking differences without correcting or steering their responses.

Ann: I helped facilitate the session alongside Dr. Kahn and brought an evaluation and educator lens to the experience. As a former teacher, I paid close attention to how kids engaged, what questions they asked, and how their thinking shifted over time. From a research perspective, I was also observing how different elements of Through My Eyes — videos, discussion, simulation — shifted perspectives of learning and thinking differences by increasing understanding, reducing misconceptions, and instilling empathy.

We had five goals. 

1. Help kids better understand ADHD, dyslexia, and dyscalculia through the real stories and experiences of other kids

2. Foster empathy by inviting kids to reflect, discuss, and step into someone else’s perspective

3. Listen to kids’ honest, unfiltered reactions and use that feedback to continue improving Through My Eyes

4. Show what empathy-building can look like in real time

5. Evaluate the effects of Through My Eyes

Andy: There were a lot of moments that stayed with me. But what stood out most was how quickly the kids began expressing empathy in their own words. After watching the videos and especially after the simulation, you could hear their language shift — they weren’t repeating something they’d been taught, they were describing how it felt. Hearing kids say things like “I didn’t realize it could be that overwhelming” was really powerful.

Ann: The dyslexia simulation brought out some really honest emotional reactions, too. Some kids named feeling frustrated or anxious, while others talked about wanting to quit — and then connected those feelings back to the kids they’d seen in the videos. That emotional connection is such an important part of building empathy.

Ann: Yes — we saw a clear shift by the end of the session. In simple terms, when we looked at what kids thought at the beginning compared to the end, there was a noticeable reduction in misconceptions and a real increase in understanding.

Andy: That showed up in the language they used. Early on, some ideas were broader or based on assumptions. But by the end, kids were more specific and accurate in how they talked about learning and thinking differences. They also spent more time recognizing strengths alongside challenges, rather than focusing only on what’s hard.

Andy: I hope viewers come away with a clearer understanding of what ADHD, dyslexia, and dyscalculia can actually look like in kids’ everyday lives. I also hope they understand that once we begin to see differently, we can act in a more caring and inclusive way toward folks who learn and think differently or are neurodivergent.

Ann: From my perspective, I hope the episode reinforces just how capable kids are. When they’re given the right tools and space, they’re able to engage deeply, reflect thoughtfully, and build understanding and empathy in meaningful ways. I also hope viewers come away with a sense that inclusion is a shared responsibility — and that even small moments of understanding can add up to real, lasting change.

Andy: Childhood and adolescence are key because kids are noticing differences and influencing one another in meaningful ways. Peer relationships carry a lot of weight, and guiding empathy at this stage can reduce stigma and bullying while shaping how they see the world. It helps them develop compassionate curiosity that carries into all areas of life.

Andy: Understanding neurodiversity and fostering empathy is critical today because misunderstanding and misinformation can lead to exclusion, mislabeling, lowered expectations, and increased mental health challenges. With 1 in 5 children in the United States having learning and thinking differences, it’s essential to create environments where all kids can thrive. Empathy supports mental health, belonging, and long-term success, while awareness shifts the focus from “fixing” kids to understanding and supporting them.

Andy: When neurotypical kids, adults, and educators better understand learning and thinking differences, they gain greater compassion and patience, stronger relationships, and more inclusive classrooms and workplaces. They also develop a better sense of their own strengths and challenges, and shift from judgment to curiosity — creating greater opportunities for everyone to succeed and engage meaningfully at home, at school, and at work.

Ann: We look for shifts in attitudes and perspectives before and after the experience. We’re not just looking for kids to say they care. We want to see that understanding deepen into a real emotional connection, where they recognize challenges, strengths, and the experiences of their peers in a more meaningful way.

Ann: From what we’ve evaluated so far, both parents and educators respond positively to Through My Eyes. Many report feeling more informed and confident talking about learning and thinking differences, gaining a deeper understanding of ADHD, and experiencing a shift in their attitudes and empathy. They also tell us that our resources, from downloadable guides to lesson plans, are effective in meeting their needs to support.

Watch PBS’s “Fostering Empathy Among Neurotypical Kids” to learn more about Through My Eyes.