In an outdoor role-play trail, children encounter stations with scenarios where someone needs empathy. They take turns acting out the role of helper, learning how to recognize emotions and offer support.

Proposed step by step implementation of the learning activity:

1. Preparing the activity

The teacher sets up 4 or 5 stations along a safe route (in the courtyard, garden, or gym).
At each station, there is a card with a simple and age-appropriate scenario. Each card includes:

• a short description of the situation
• the name of the character involved
• an emotion to identify
• a prompt question such as: “What could you say or do to help?”

Optionally, you can place small props (like a ball, a backpack, a chair) at each station to make the situation more immersive.

2. Instructions to give the children

The teacher introduces the activity by saying:

“Today we’re going on an Empathy Trail. Along the way, you’ll meet characters who are going through something difficult. Your job is to figure out how they feel and think of a way to help them.”
“At each station, one of you will play the character. The others will watch closely, try to guess how the character feels, and say or do something to help.”
“There’s no single right answer. We’re practicing how to put ourselves in someone else’s shoes and be caring and attentive friends.”

3. Running the activity – what happens at each station

1. Children divide into small groups (ideally 3–5 per group) and move from one station to the next.
   
2. At each station, one child takes the role of the character in the scenario. They read the scenario card aloud (or the teacher reads it for younger children).
   
3. The “character” expresses the emotion through body language and facial expression, without speaking.
   
4. The other children observe and take turns saying:
   • what emotion they think the character is feeling
   • what they would do or say to offer help or support

Example:
Station 1 – “Luca is sitting alone because no one picked him for their team.”
The child playing Luca sits down and pretends to look sad.
The others say things like:
“I think he feels left out. I would ask him if he wants to play with me.”
“I would sit next to him and tell him he’s my friend.”

After everyone has participated, the group moves on to the next station, taking turns playing the different roles at each stop.

        4. Closing the activity

At the end of the trail, the class gathers together for a brief reflection.
The teacher leads the conversation with questions such as:

• “Which emotions were easiest to recognize?”
• “What helped you understand how the character felt?”
• “Was there a moment when you felt especially connected to the character?”

This final moment is essential to consolidate what was learned and to help children reflect on how they can bring empathy into their everyday lives.