When learners feel psychologically safe at school or college, they’re more likely to take risks, ask questions, make mistakes, and learn. When they don’t feel safe, progress and participation can stop altogether.
When a learner doesn’t feel psychologically safe, they can show up in many different ways. Before we look at those, it’s worth reframing how we think about what we see.
With that in mind, here are some of the ways students may present when they don’t feel safe:
They act out or refuse to follow instructions. Often labelled as “challenging,” they may actually be in fight-or-flight. They test boundaries because they don’t trust adults to keep them safe. Aggression or defiance can be a protective mechanism.
They’re quiet and withdrawn. They try to go unnoticed. They sit at the back and never ask questions, even when confused. Eye contact is rare. Participation is minimal. On the surface, they may seem ‘good’. But underneath, they’re anxious. They’re often missed precisely because they don’t cause disruption.
They’re frequently absent, especially around tests or specific lessons. Stomach aches and headaches can feel particularly severe on school mornings. They arrive late, leave early, or avoid certain situations altogether. This is known as emotionally based school avoidance (EBSA). Read more in our article here.
They’re terrified of making mistakes. They won’t attempt tasks they think they might fail. Grades and teacher approval cause real anxiety. They mask their struggles to appear ‘fine’. Often, they work themselves to exhaustion to avoid criticism.
Creating psychological safety isn’t about wrapping young people in cotton wool. It’s not about glossing over challenges either. It’s about building an environment where young people feel they can be themselves.
It’s also about rethinking how classrooms work. Traditional education often relies on rules, uniforms, and consequences. This positions teachers as enforcers and students as rule-breakers. Psychological safety challenges that dynamic. Instead of “comply or face punishment,” it asks: “What do you need to succeed here?” Instead of wielding power over students, it shares power with them.
This doesn’t mean abandoning structure. It means building structure through collaboration and mutual respect. Not through fear of consequences.
This approach aligns with UNESCO’s Happy Schools Framework. The framework recognises that wellbeing and belonging are essential foundations for learning. They’re not optional extras.
If you’re an educator wondering how to build this kind of environment, here are some practical ways to get started.
The words we use have a huge impact. Instead of “You’re being disruptive,” try “I’ve noticed you’re finding it hard to settle today. What’s going on?” A shift from accusation to curiosity can completely change how a student responds.
Small changes in language signal to students that you see them as people, not problems.
This is your classroom management.
Structure is fundamental in the classroom. But not at the cost of building trust. When learners feel that you genuinely care about them, they engage more deeply with learning. They respond more positively to challenging situations, too.
The best classroom management isn’t about who can shout the loudest. It’s not about maintaining the strictest control either. It’s about creating an environment where students want to engage because they feel safe, respected, and connected.
A student who trusts you is far less likely to test boundaries. A student who knows you’ll respond with curiosity rather than anger is more likely to regulate their own behaviour.
This means taking time to learn what matters to your students. What are their interests? What makes them anxious? What helps them feel calm? These conversations don’t need to be lengthy. But they do need to be genuine. This is one of many reasons why large mainstream class sizes actively work against wellbeing.
In psychologically safe classrooms, teachers don’t need to shout to maintain authority. They establish it through consistency, respect, and genuine connection. A calm, quiet intervention from someone you trust is far more powerful than being shouted at by someone trying to assert control. This is true at any age.
This doesn’t mean accepting chaos or having no boundaries. It means boundaries exist within a framework of respect and relationship. Not fear of punishment or “behaviour points”. Students who feel safe and respected follow expectations because they understand the reasons behind them. Not because they’re scared of consequences.
So the question isn’t “How do I control my classroom?” It’s: “How do I create a space where students feel safe enough to learn, respected enough to engage, and connected enough to self-regulate?”
Predictability helps students feel safe. When they know what to expect, anxiety reduces. They can focus on learning rather than worrying about what comes next.
– National Autistic Society
This might mean consistent classroom routines, clear timetables, or regular check-ins at the start of each lesson. Don’t underestimate the impact of a supply teacher, a seating plan change, or a new timetable.
Not every student arrives at your classroom ready to learn. Some are carrying stress from home. Others are anxious about the lesson itself. Many are dealing with friendship issues or family worries. These can feel overwhelming. In those moments, advocating for themselves may feel impossible.
Creating psychological safety means recognising this reality. It means making space for it. This could be a quiet corner where students can take a break and access sensory tools. These aren’t rewards for unsettled behaviour. They’re tools that help students manage their emotions so they can engage with learning.
When a student is unsettled or disruptive, the traditional response is often consequences and punishments. Psychologically safe environments start with curiosity instead.
The questions to ask are: What’s driving this behaviour? Is the student struggling with the work and too embarrassed to ask for help? Are they dealing with something at home? Is anxiety making them feel out of control?
This doesn’t mean ignoring challenging behaviour. It means understanding what’s underneath before deciding how to respond. Sometimes the most effective intervention isn’t a sanction. It’s support.
Feeling powerless is incredibly anxiety-inducing. Giving learners choices and input helps them feel more in control. This reduces stress and increases engagement.
It means offering choices within a structure. “Would you like to present your work in written form or as a recording? Would you prefer to work alone or with a partner?”
Small choices like this tell students their preferences matter. They have agency in their own learning. These choices can also keep momentum going, rather than letting it grind to a halt.
55% of students report their education was disrupted in the past 12 months. The main drivers are illness (66%) and mental health (36%). Youth Voice Census 2025
Psychologically safe environments catch problems early. Before they become crises. This means paying attention to changes in behaviour and engagement.
If you’re noticing patterns of school avoidance or anxiety, our guide on working together on back-to-school anxiety offers practical strategies for educators and families.
Students are experts in their own experience. Regularly asking for their input shows them their perspective matters. Acting on it matters just as much.
This could be as simple as ending each lesson with “What worked well for you today? What would help you learn better next time?” You could also hold regular student forums where young people influence decisions about their environment.
When students see their feedback leading to real changes, they understand they have a place in shaping their educational experience.
You cannot pour from an empty cup. Creating psychological safety for students takes emotional energy, patience, and empathy. If you’re burnt out or overwhelmed, you won’t have the capacity to provide the support students need.
This means setting boundaries. Asking for help when you need it. Prioritising your own mental health. Schools and colleges that want to create psychologically safe environments for students need to do the same for staff.
Creating psychological safety isn’t about implementing a perfect system overnight. It’s built through hundreds of small interactions. Each one shows students they’re seen, valued, and supported.
When students feel psychologically safe, they don’t just learn better. They thrive. They take risks, ask for help, and engage more deeply. They build the confidence and self-belief they’ll carry with them long after they leave.
At Inclusion Education, we believe every student can succeed with the right support.
The principles in this article aren’t just theory. They’re the foundation of The Inclusion Way™, our proven framework for nurturing learning environments where every young person can thrive. We’ve developed and refined it over 15+ years of working with students with SEMH needs. Our PACE-inspired approach (Playfulness, Acceptance, Curiosity, Empathy) transforms how schools support vulnerable learners.