Cracking the ‘Safe’ of Classroom Communities

Dr Helen Street, May 2021

first published on Positive Schools Online (positiveschools.com) May 21

Whenever we enter a new environment we subconsciously ‘scan the room’. We do this to assess risk and decide how much we need to be on alert for danger. This is not an indication of pathology nor is it the working of an overanxious mind. Rather it is a normal manifestation of our innate drive to survive. 

In times gone by, danger was predominantly identified in terms of physical threat. ‘Is there a tiger lurking behind that rock?’ ‘Am I going to be attacked by that strange bird over there?’ Although physical threats are still very much in existence in 2021, now-a-days, we also scan our environment to assess our psychological safety. When entering a social setting, we subconsciously ask ourselves ‘How psychologically safe am I? We may wonder: ‘Am I safe to speak up?’ ‘Am I safe to talk to others?’ ‘Am I safe to express my opinions?’ Or, ‘Is it OK for me to make a mistake?’

When we feel unsafe, be it physically, socially or psychologically, our body prepares to fight, freeze or run away. This equates to feeling agitated, distracted, tense and on edge; or possibly frozen and unable to speak. We may find it harder to concentrate, harder to engage in learning or working. We have diminished capacity for anything other than preparing to survive the anticipated threat. It is therefore of little surprise that students experiencing a lack of psychological safety at school are less able to engage in learning and in classroom life. In contrast, psychological safety improves student engagement, builds classroom cohesion and supports overall wellbeing (e.g. Carolyn Côté-Lussier and Caroline Fitzpatrick, 2016)

According to Harvard Professor Amy Edmonson, psychological safety equates to our perception of the consequences of taking, what I like to call, ‘social risks’ (Edmonson, 1999). A social risk refers to any behaviour which is believed to invite the negative judgement of others. Some students may perceive giving a class presentation to be a high social risk, likely to lead to negative feedback. Some may consider social risk to be about offering an unpopular viewpoint which may lead to exclusion. Others may believe there is social risk in being a member of a minority group ethically, culturally or religiously. For some students, showing up at all may be perceived to be highly risky and impossibly hard to do. This means that psychological safety in a classroom refers to each student’s unique belief about what constitutes social risk, and what the consequences of any particular social risk might be.

A perception of how socially risky a situation is will vary from person to person, and from group to group. It also varies from moment to moment, and day to day. For example, a normally confident child may feel suddenly vulnerable if the class laughs inappropriately while she is speaking. In contrast a child who believes that public speaking is highly risky, may be prepared to speak out when he feels supported by his friends. Thus, psychological safety, along with perception of social risk, is a dynamic construct, continually moving along a continuum in response to individual and contextual cues. This means that the creation of psychological safety in the classroom is about creating a safe fluid classroom context rather than necessarily creating any absolute way of being or doing things.

So how can we better understand and create a consistently safe classroom experience for students?

Here are eight suggestions to help educators build psychological safety in the classroom through the development of trusting, respectful and cohesive relationships.

1.      Seek first to understand.

Due to the large variance in perceptions of social risk between people, between contexts, and indeed across time; it is vital to explore and understand what feels and looks risky for every student in a class. The more we can understand social risk from everyone’s perspective, the more we can increase psychological safety in the classroom. Gaining an understanding of perceived social risk is, however, not as straightforward as it might seem. Afterall, it is tough to establish what feels risky for students, when expressing ‘what feels risky’ feels like a risky endeavour itself. If students feel unsafe to express themselves in the class, they will generally look to each other to ensure they are giving the ‘right’ answers, regardless of their own viewpoints.

A meaningful class exploration of social risk needs to be centred within a discussion about the importance of ‘free speech’ and respecting others’ opinions. Ongoing discussions may then benefit from a multitiered, multifaceted approach within the classroom. For example, teachers could invite written comments as well as providing opportunity for small group chats, rather than simply jumping into a whole class discussion.

Bearing the above in mind, teachers might usefully focus on an exploration of common ‘risky’ events, rather than asking questions that may come across as vague or abstract. For example, you could ask small groups or even individual students:

• How risky does it feel to have certain opinions (e.g. to believe in an unpopular idea)?
• How risky does it feel to disagree with the other students?
• How risky does it feel to make a mistake publicly (e.g. when presenting or answering a question)?
• How risky does it feel to be different (which could of course, mean many different things to different people)?

Identified areas of social risk then need exploration and group discussion to ensure that their impact is understood and minimized. These discussions need to include a focus on the importance of respect, and honouring difference and the rites of everyone to feel safe at school.

There also needs to be ongoing discussion about what a negative consequence of taking a risk looks like. Common negative feedback ranges from inappropriate laughter and eye rolls to negative comments to exclusion and aggression. Once negative reactions are identified, the class needs to work together, to establish rules for respectful and healthy social behaviours, at all times. Then, once the social rules are set in place, they need constant reinforcement and revisiting, so that they turn into normative action within the class.

2.      Demonstrate safe behaviour in your communication

Many of the techniques used to create a perception of safety in a therapeutic relationship can usefully help teachers create a perception of classroom safety for their students. For example, therapists aim to exhibit congruence between what they are saying, their emotional expression and their voice. We are more trusting of people who demonstrate behavioural congruence because we believe they are being more authentic and transparent with us. Similarly, it is important to make eye contact when talking and listening to another person, to create a sense of trust, honesty and transparency. It is also important to know when to lean into a conversation and when to lean out.

Also, very importantly, teachers need to be consistently calm, to build a sense of classroom safety. This of course can be easier said than done. It seems to me that the greatest barrier to being calm, is feeling overwhelmed and stressed. Thus, teachers can support their own calm behaviour with self-care and compassion (i.e. good stress management). It is vital that teachers know when to take a breath. It also very much helps to believe that every child is doing their best, and so is every teacher. 

3.      Creating healthy classroom norms supporting ‘freedom of (respectful) speech’

In Australia, the NSW Wellbeing Framework for Schools and School Excellence recognizes that providing students with meaningful opportunities to participate in conversations about school life, progresses both wellbeing and school excellence. In the classroom, students need to identify as valuable members of the class community and know that their thoughts and ideas have a direct correlation to classroom decision making.

The need to honour each person’s views raises interesting questions about the rites an individual to have an authentic voice VERSUS the safety of the group. Afterall, it is all very well saying we honour all opinions, but what if some people find the opinions of others offensive or threatening?

In 2021, we are dealing with the impact of ‘cancel culture’ and a pervasive view that certain opinions and ideas should not be expressed in public. I believe that history has shown us that when you take away a person’s voice in an attempt to protect the feelings of others; you risk that individual’s beliefs becoming more polarized. That silenced individual may also end up feeling suppressed and resentful of those they were speaking out against. Moreover, when their critics are forcibly silenced, those feeling vulnerable can end up believing they are being protected by policy; rather than by a genuinely safe community.

I believe everyone needs to feel seen and heard to feel they belong. There of course needs to be care and consideration for people who may feel prejudiced by the views of others. However, this does not mean that it is healthy to suppress those views. Rather it is vital that all views are presented with the intention to understand, rather than to judge or offend in any way. As such, I believe that all students need to be free to express their thoughts and views, as long as they do so respectfully and mindfully.

Consider if your school enables students to express their views freely, openly and honestly. Certainly, there may be documented policies about the importance of student voice, but are you supporting these policies with the assurance that there is always room for mixed and possibly controversial views?

4.      Build healthy relationships with kindness and trust

Sometimes the way schools deal with students appears indicative of a belief that students cannot be trusted to treat others well. If we want to build a kind and trusting community, we need to trust others within that community and ensure we always treat everyone with the kindness we want to support. When teachers model kindness for their students, they teach them to be kind to one another. When teachers demonstrate trust in their students, they model trust and help students to feel and act in a trustworthy way.

5.      Value each member of the class

A sense of psychological safety stems from feeling valued and needed. Students cannot always achieve the results they are hoping for, but knowing their work is valued provides them with a stronger sense of security in their role as learners.

Students need to be given positive, strength-based feedback, even when they are struggling with a subject or topic. They need to know that their efforts, as well as results, are valued and valuable for their learning. If a student believes their learning is valuable, they will feel it is safe to keep on trying and contributing.

Similarly, students need the time and opportunity to reflect on their learning and to know that their reflections are of genuine value (not merely a requirement). If students are frequently shown that their opinion has value, they feel more invested in the classroom environment as well as in their overall learning. Show every student that their contribution matters, no matter how well they perform. 

6.      Ensure you are inclusive and fair as a teacher

A sense of fairness develops when students believe they’re being given equivalent opportunities, and support. Students need to know that it is a classroom norm for everyone to be treated in an equitable way and included in all aspects of learning and being a class member.

For example, some students will attempt to dominate classroom conversations or provide all the answers. It is the teacher’s role to ensure that everyone, even quiet students, feel seen and heard. This doesn’t mean that students should be forced to participate if they are introverted or socially anxious, rather it means that everyone needs opportunity to contribute to the class.

7.       Accept Mistakes and ‘Not Knowing’

Amy Edmonson suggests that ‘If a leader is supportive, coaching-oriented, and has non-defensive responses to questions and challenges, members are likely to conclude that the team constitutes a safe environment.’ Edmonson’s finding holds true for classroom life. If students know that they will not be reprimanded, ridiculed or excluded for making mistakes, or not knowing an answer, they will feel safer. They will be more likely to risk being wrong, and more likely to experience an authentic sense of belonging.

A belief that it is OK to make a mistake is closely tied to the belief that it is OK to be yourself. 

To help enforce the acceptance of mistakes, it is important that teachers do not try to be too perfect themselves. Rather there is enormous value in a teacher showing some vulnerability, whether it is admitting to gaps in knowledge or making a mistake.

Sometimes saying ‘I don’t know the answer to that…’ is the best answer to give. 

8.      Value space and place

When student work and contributions decorate the walls of a class, student ownership of the room is increased. When students look around and see their own work or art on the walls, they experience a sense of place; meaning is given to the space in which they are in to learn. We all feel safer at home. We feel safer in ‘spaces’ which have meaning, and ownership associated with them, such that they become the ‘places’ we want to be.

It can be challenging to help high school students have ownership over a multi-use classroom, however, there is often opportunity to have a class notice board, or to have the students always arrange the furniture in a particular way.

In primary schools, the opposite problem prevails. There is so much ownership over a classroom, it can be tempting for creative teachers to decorate the entire room like a wonderland before the students have set foot in the doorway. If we let even the youngest of students take some ownership over the look of the room, the room will immediately become a safer place for them to be in.

The safer a classroom feels, the more cohesive it feels, and the more confident, engaged and happier everyone becomes. Building psychological safety takes time and continued consistent commitment. The benefits are well worth it, for both students and staff.

Articles referred to in this article:

Edmonson, Amy (1999) Psychological Safety and Learning Behavior in Work Teams Administrative Science Quarterly 44, 2, pp. 350-383

Côté-Lussier, Carolyn and Fitzpatrick, Caroline (2016) Feelings of Safety at School, Socioemotional Functioning, and Classroom Engagement. Journal of Adolescent Health 58 pp. 543-550

And for valuable additional viewing:

Haesler, Dan (2020) The Importance of Psychological Safety with Dan Haesler. Positive Schools Online positiveschools.com