This post was co-authored by Emma Puric and Robert T. Muller, Ph.D.

Debates about the nature of art and the meaning of life are conversation topics we don’t expect from a group of 13-year-olds. But research at the intersection of philosophy and education shows what kids are capable of.

While many would consider philosophical thinking too complex for children, research shows that engaging them on these topics can have a positive effect on learning, cognition, and well-being. Some of the benefits seen are the widening of intellectual horizons, reductions in shyness and behavioral issues, and increases in confidence and a sense of belonging.

Rather than spouting technical jargon and debating complex theories, philosophy programs for children are generally focused on encouraging youth to develop a positive sense of agency when it comes to thinking about who they are, how they might want to interact with others, and the kind of life they want to have. This is done by engaging children in a practical, open, and collaborative process of inquiry, with the end goal being exploration rather than obtaining "correct" conclusions.

Research and practice of philosophical programs for children was pioneered in Philosophy for Children (P4C), founded by Michael Lipman in the 1970s. Inspired by the popularity and benefits documented in Lipman’s practice, several formats have evolved since.

Claire Cassidy is a professor and researcher at the University of Strathclyde Glasgow with over 30 years in the field. Conducting Community of Philosophical Inquiry Sessions (COPI), Cassidy has observed and documented promising outcomes for well-being, mental health, and cognition.

As the name suggests, the COPI format focuses on creating a community of open inquiry and can be practiced with individuals of all ages and abilities. A trained practitioner with a background in academic philosophy hosts the discussion, which generally lasts an hour. When asked about some of the effects of COPI observed in children, Cassidy notes decreases in problematic behavior and increases in confidence and sense of belonging. She attributes much of the positive benefit of COPI to the open and free structure of the discussion itself, which ensures that children feel heard and listened to when speaking about important topics.

When facilitating COPI discussions in groups of children with behavioral issues and autism, Cassidy found that these conversations helped youth better regulate emotions and behavior. Having a space in classroom conversations and knowing their responses are valued, without being assessed as correct or incorrect, children were more likely to wait their turn to speak—even though they eagerly wanted to share their thoughts.

Cassidy recounts a touching moment while working with teenagers in a secure accommodation facility. After finishing a set of COPI sessions, a teenage boy expressed: “People don’t expect kids like us to be able to think like this… even I didn't know I was capable of these kinds of conversations.”