Developing empathy skills is widely recognized as a crucial competence for lifelong learning and success in the modern world. The European Union (2018) and the OECD (Beyond academic learning: First results from the survey of social and emotional skills. OECD, 2021b) have both emphasized the significance of teaching social, emotional, and cognitive skills, including empathy, for workplace achievement and active citizenship. As part of our SEL International Research Network (SEL IRN), a recent cross-cultural study [Kounenou et al. (The role of empathy in improving SEL skills among educators and students in the era of COVID-19 [First author draft]. Boston University, 2022), (Facing challenges and enabling spaces to support learning global perspectives on education research (Vol. II). Routledge, World Education Research Association, Global Perspectives on Education Research, 2023)] examined how teachers in seven countries (Greece, Italy, Japan, Romania, South Africa, Turkey, and the USA) perceive the role of empathy-related SEL skills. The researchers conducted in-depth comparative analysis of teachers’ perceptions to identify key empathy skills and explored the relationships between cultural contexts and the empathy competencies identified. This chapter will synthesize the key findings, highlighting the close connection between teachers’ empathy skill sets and the development of empathy skills in their students. The results shed light on the critical importance of empathy as a foundational competence that prepares learners for the challenges and demands of the modern world. By understanding teachers’ perspectives on empathy-focused SEL, educators and policymakers can better support the cultivation of these vital skills in schools and learning environments.