This Quantitative Ethnographic study explores how empathy emerges in classroom discussions. Through Epistemic Network Analysis of 45 classroom discussions from the DISCUSS Philadelphia project, the study examines how expressions of empathy co-occur with other student discursive moves and how different types of discussion questions mediate these patterns. Findings suggest that cognitive empathy and empathic concern often emerge when students engage in collaborative meaning-making by building on one another’s ideas, while affective empathy is more likely to surface in reflective discussions that invite personal connections to the content. By examining these patterns, this study highlights how the structure of classroom dialogue can inform opportunities for collaborative knowledge-building and connection among students. These insights offer guidance for educators seeking to cultivate empathy through intentional discussion practices, supporting democratic engagement by fostering the skills needed to listen, understand, and respond to diverse perspectives.