Creating Safe Spaces

Thoughtful design of safe learning environments ranges from curriculum-level design to individual lesson plans.

• Carefully plan the integration of psychological safety from the very beginning by using Universal Design for Learning (UDL) to cater for learner diversity. Embedding accessibility and flexibility during curriculum and module design reduces the need for continuous adjustments later on.                                          
• Anticipate the varied needs of learners when planning lectures or lessons and selecting resources. This creates a learning environment where everyone feels safe and supported. For instance, providing course materials well in advance benefits all students.                                                                                               
• Remember to address the social and cultural dynamics of your classroom. Students from underrepresented groups might feel less confident to speak up . These include students from minoritised, students with mental health conditions, LGBTQ+ students, care-experienced and mature students, and international students. Make explicit that diverse perspectives are valued and encouraged.

Evidence shows that when students feel welcomed, valued, and that they belong, they are more likely to thrive in their studies. There are some simple ways to help create this sense of welcome from the outset:

• Introduce yourself warmly.
• Explain clearly when and how students can contact you.
• In smaller group settings, invite students to share how they would like to be addressed or known.
• Co-create ground rules or a learning contract from day 1.
• Consider carefully how you form teams or groups.

 These small acts can help students feel recognised, respected, and more comfortable engaging in the learning environment.

Use the Classroom Contract Template below to co-create a classroom contract helping students to understand what is expected of them and feel more confident about how to engage in a psychologically safe and inclusive environment. The template is based on the Psychological Safety Action Pack - Psych Safety 

Once a positive welcome is established, a clear lesson structure continues to shape students’ sense of psychological safety. Well‑planned and clearly signposted activities help learners feel safe so that they will take risks, contribute and collaborate.

• Briefly explain the concept of psychological safety and its significance, drawing on short examples.                                                                                                     
• Use icebreakers, where appropriate, to explore students’ experiences and strengths and to foster a sense of belonging and group identity.                                  
• Build in regular opportunities for quick check-ins and polling, e.g. on Vevox, and other low-pressure ways to contribute.

For ideas to foster social engagement and collaborative learning, see our Learning Communities webpage, which includes a toolkit with icebreakers and other activities.

Where possible, reduce reliance on a small number of high-stake assignments and incorporate low-stake formative tasks or assignments that value creative thinking, curiosity and iterative learning rather than only correct answers.

Problem-based learning, teamwork and peer assessment can help students to feel more able to take risks without fear of failure or poor grades.

Failure is often a natural part of pursuing goals and trying something new.  Developing resilience by learning from mistakes and seeing them as opportunities helps learners to grow.

• Model a growth mindset by sharing your own academic or professional setbacks and explaining how you overcame them.
• Encourage reflection on mistakes and frame failure as a step toward mastery.
• Offer constructive feedback/feedforward that helps students understand how to improve, rather than focussing primarily on error or penalty.

Encouraging questions and structured discussion helps foster an open learning environment.

• Set clear expectations that all questions are welcome at every opportunity, reinforcing this by actively listening and responding without judgment.                 
• Use structured discussion formats like polling, Think-Pair-Share, or discussion boards that encourage participation, especially for students who may hesitate to speak in class (see Teaching Approaches below for details) .

Create a culture where challenging ideas is seen as a normal and valuable part of learning.                   

Establish discussion norms:

• Listening respectfully.
• Supporting claims with evidence.
• Responding constructively.

This can help students feel comfortable engaging in debates without fear of ridicule or dismissal.

Feedback should support students’ development and help guide their next steps in learning. It is not only what we say that matters, but also how we say it.

• Use warm, constructive, and encouraging language, which can help students feel respected, motivated, and better able to act on feedback.
• Where possible, begin by highlighting what the student has done well and what they should continue doing, before offering clear guidance on how they can develop further.

 This helps feedback feel supportive, forward-looking, and focused on growth.

It often takes time for trust to develop. Psychological safety evolves from an initial awkward phase to increased comfort, stronger communication, and more effective collaboration as students gradually construct their learning space.

Think-Pair-Share is a well-tested active learning approach used at Newcastle University that supports reflection and collaboration.

It consists of three steps.

Think – Students reflect individually on a question, task or problem presented to them (5 minutes).
Pair –    Students discuss their ideas with a partner (5 minutes)
Share – Pairs share their answers with the rest of the group or the whole class (10 minutes)

This approach encourages discussion and debate by creating a safe space where students can articulate their thinking, share ideas and ask questions, with everyone actively involved.

Newcastle University’s supported polling system Vevox allows students to participate in polls, quizzes and surveys before or during class without having to speak up.

You can find out more on our page Vevox | Learning and Teaching @ Newcastle | Newcastle University 

Structured discussions encourage participation and open dialogue, enabling students to share and challenge ideas in a safe way once discussion norms have been established.

Learn more about how to use Canvas Discussion Boards in your teaching. Where appropriate, anonymous settings can help encourage students to ask questions. 

Playful learning creates a psychologically safe environment that supports learning from failure and risk-taking and fosters creativity and innovation.

Well‑established playful learning tools and techniques include role‑plays, simulations, problem‑based learning activities, fun activities, and the use of Lego in the classroom.