Creating safe learning environments

Fostering an inclusive and supported learning environment means establishing a setting for open discussion where diverse perspectives are welcome and where harm and distress for both students and teachers is avoided as much as possible.

Framing the session

Signpost when difficult topics (e.g. racism, transphobia, bullying and harassment) are going to be discussed in sessions, both in advance and during the session. Spend time at the start introducing the aims and rationale for the session or discussion and establishing a ‘working agreement’ for a supportive environment.

For example:

● Everyone brings different experience, knowledge and levels of expertise to this discussion
● There are often no right answers and not one single solution
● Do share your thoughts and questions
● Do treat other people’s thoughts and questions with mutual regard and respectful curiosity. Interact with an assumption of goodwill
● Don’t feel under pressure to share experiences if you don’t wish to.

Some students may find some subject matters unsettling, and some may be reminded of distressing personal experience. Signpost support for students during and after the session if they have any questions or concerns. Educators should be aware of pathways for support and, where appropriate, highlight further resources to participants, relevant to the topic at hand. 

Allow students to step away from discussions if they need; where course material covers challenging content, discuss with students who feel unable to engage in group discussions how else they might cover this content. Remember that a ‘safe space’ for discussion also needs to be safe for tutors. If your colleagues are delivering challenging material, check in on them and their wellbeing too.

Welcoming diverse perspectives

Establish a confidential discussion space, i.e. it is fine to share ideas, insights and learning outside of the workshop but not to attribute stories and contributions to individual participants.

This toolkit includes suggestions to invite the experience and knowledge of diverse backgrounds from students, colleagues, role-players and others. It is important to remember that not everyone will want to share their experience and background. Participants can feel ‘put on the spot’ and ‘othered’ if asked to act as the spokesperson for a specific group or viewpoint, and being asked to speak spontaneously without preparation in this space can lead to an increase in anxiety in our learners.

Therefore, it is vital to ensure that any invitation to share personal background and experience be issued on an explicitly voluntary basis and that all participants are signposted to an opportunity to debrief with yourself or others and to be further supported if needed.

Remember that we can all make wrong assumptions about people when asking them to share their background and that these discussions may give rise to difficult memories and painful experiences for some individuals.

Consider also, opportunities to build in interactivity and sharing of experiences in ways which do not put students on the spot, for example using resources such as Poll Everywhere to gather anonymised contributions.