Abstract.
In early 2020, the COVID-19 forced schools, colleges, and universities to close their campuses and shift 1.5 billion learners from the face-to-face mode of instruction to online learning. The abruptness of the shift took a toll on students' mental and emotional health. In response, educational institutions prioritized the use of compassion-based teaching and learning policies and approaches in order to create environments in which students can continue to thrive. This paper describes how the Ateneo de Manila University in the Philippines implemented its own brand of compassion-based teaching, cura personalis or care for the entire person. We discuss the circumstances that motivated the emphasis on compassion, the teaching and learning practices that enacted compassion, and the tradeoffs or costs to the institution. We found that the pandemic made it difficult for students to concentrate on their studies, were less engaged, and were fearful and anxious. Teachers therefore focused on students’ emotional wellbeing by conducting regular check-ins, just to find out how they were, and relaxed assessment requirements. As a consequence, teachers had to greatly reduce the scope of their subjects and deprioritize academic rigor. It is in this context that recommendations are made to balance emotional and academic wellbeing.