The aim of this thesis was to investigate the role of teachers’ empathy in relation to refugee students. Through a systematic review of qualitative studies, types of empathy prevalent in student-teacher relationships were deduced through deductive analysis. The theoretical part of the thesis explained the terminological starting points related to refugee students, their integration into the educational system, and the challenges they face in this process. Additionally, the concept of empathy was defined, followed by an exploration of various types of pedagogies of empathy. In the research section, based on selected qualitative studies and inclusion/exclusion criteria, a deductive analysis was conducted to identify different types of pedagogies of empathy and their prevalence in student-teacher relationships. The results indicated that fundamental and profound empathy predominated in practice. Fundamental empathy was embodied as the primary step in relationship-building through acceptance, dialogue, openness, teacher attentiveness, and genuine concern for the well-being of refugee students. Profound empathy complemented fundamental empathy by nurturing the holistic development of each student through personalized approaches tailored to their unique needs and circumstances. The use of profound empathy was also observed outside the classroom, encompassing a broader community understanding, integration, and advocacy for students. Functional empathy, necessary for navigating multicultural classrooms as cohesive units, was identified in very few instances – similarly noted in the sparse application of strategical, decolonizing, and radical empathy as critical pedagogical tools.