Abstract
In recent years, research has increasingly explored the role of sadness in children’s emotional and social functioning, providing original evidence of the adaptive function sadness plays in socioemotional development. However, contemporary Western society has largely overlooked the value of sadness, often pathologizing it or promoting its suppression in favor of constant happiness. This study examines the associations among state sadness (defined as an emotion contingent on specific events), sympathy, and prosocial behavior in middle childhood. A total of 505 children aged 7–10 years old reported the intensity of sadness experienced during a significant personal event and while recalling peers’ sad experiences. Children also completed measures of sympathy and prosocial behavior. Using Structural Equation Modeling with Latent Variables, results showed that both personal and peer-related state sadness were positively associated with sympathy, which in turn was strongly related to prosocial behavior. No direct links emerged between sadness and prosociality, suggesting the central mediating role of sympathy in this relationship. These findings highlight how sadness, contingent on meaningful experiences, may reflect emotional sensitivity and be connected to morally relevant responses. Rather than simply a sign of suffering to be avoided, sadness can represent a significant component of social and moral development, with important implications for the psychological development of children and educational practices that support healthy emotional expression.