An inclusive, supportive and safe learning environment can help students to feel more engaged, more confident and better equipped to succeed academically. The way you teach has a direct impact on how students learn, how valued they feel, and how well they are able to focus, engage and manage their learning.
Each section focuses on a different aspect of the learning environment. The ideas contained within them are intended as starting points to help you reflect on what can support or hinder student learning and wellbeing. They can be adapted to suit your subject, context and teaching methods.
Providing Clear Structure and Expectations
To provide clear structure and expectations, you can:
Distribute the full syllabus in the first session
Explain the assessment criteria for marked work
Announce assessment dates well in advance
Rephrase complex instructions using concrete examples
Leave time for questions at the end of each session
Using a Variety of Assessment Methods
Relying on a single end-of-term exam can be a major source of anxiety for many students. Using a variety of assessment methods (such as continuous assessment, oral presentations or group work) gives students with different learning profiles more opportunities to demonstrate their abilities. This can help reduce the pressure associated with a single final exam.
This can be done in a number of ways such as:
Continuous assessment throughout the semester
Individual or group oral presentations
Continuous assessment can also be a source of stress. Providing clear assessment criteria in advance helps students understand what is expected of them. Using smaller, low-stakes assessments (such as short answer questions or brief written tasks) can also help students become more comfortable with being assessed.
Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is an educational approach that promotes learning for all by reducing factors in the environment that may cause cognitive, emotional, psychomotor, perceptual or kinesthetic barriers. It involves designing courses that are flexible enough to allow everyone to find their own way into learning, whether or not they have specific needs. UDL therefore benefits all students not only those with specific needs.
UDL is based on three principles:
Representation
Providing students with multiple ways to access course content helps ensure that all students can engage with it. This can be done by presenting information in different formats, such as text, diagrams, short videos or mind maps.
To create accessible content, you can:
Make slideshows available before the lesson, not just afterwards
Provide a detailed lesson plan with clearly stated objectives
Give varied examples that reflect the diversity of students
Subtitle videos shown in class, particularly for students with hearing impairments
Use contrasting colours and legible fonts for students with visual impairments (e.g. Arial or Calibri size 14)
Simplify language and structure for students with learning difficulties
Offer a choice between two assessment formats for the same objective
Action and expression
This involves offering students different ways to demonstrate what they know. Students may express themselves more effectively in some formats than others, and this can help build their confidence.
These formats may include:
Oral formats such as speech or videos
Written formats such as diagrams, infographics or projects
Other forms of communication, including assistive tools and technologies
Providing a range of formats is not an accommodation but a way of recognising different ways of learning.
Engagement
Encouraging students to engage with learning tasks can help reduce anxiety.
For example, you could:
Provide a roadmap with clear objectives and deadlines
Encourage or require students to formulate and refine their goals precisely
Foster a tolerant and positive classroom atmosphere
Offer different levels of difficulty
Allow students to choose their learning context (individual work, group work, etc.)
Creating a Psychologically Safe Environment
Anxiety can prevent students from approaching others for help, asking questions or expressing doubts for fear of being judged. As a result, they may avoid asking for help even when they need it. Creating a psychologically safe environment allows students to take interpersonal risks (such as asking a question, expressing uncertainty or making a mistake) without fear of being judged, ridiculed or penalised. You can help create a psychologically safe environment in several ways.
Normalising Mistakes
Make it clear at the start of the term that making mistakes is part of learning.
This can help students feel more confident.
Mistakes can be discussed collectively during exercises
Avoid correcting a wrong answer abruptly
Show that you do not know everything and that uncertainty is part of learning
Making It Safe to Ask Questions
Avoid discouraging remarks such as “We’ve already covered that.” Questions asked in class are a sign of engagement.
Managing Group Dynamics
Structuring discussions (for example through small groups, turn-taking, or written questions before discussion) helps create a more balanced dynamic and supports students who are less confident speaking.
Making It Safe to Ask Questions
An awkward silence, looking away or participating less can indicate that the atmosphere has become tense. Acknowledging this can sometimes be enough to ease the tension.
Supporting Students During Assessment
Assessment is often when psychological safety is most fragile. Providing qualitative feedback alongside marks can help highlight progress and put setbacks into perspective.
Avoiding Information Overload
When students are overwhelmed by the amount of information they need to process, particularly during assessment periods, their ability to learn declines and their stress levels increase. Anxiety and overload can reinforce each other. Helping students manage this can improve both wellbeing and learning. You can do this in several ways.
Breaking Down Complex Tasks
Present lengthy tasks as a series of clearly defined steps to reduce the feeling of being overwhelmed. Each step completed can feel like a small success, which helps maintain motivation.
Simplifying Materials
Use clear, well-structured slides, organise text with a clear visual hierarchy, and simplify tables where possible.
Allowing Time for Recovery
Include short breaks, time for individual reflection, or less demanding activities between more intensive periods to help maintain focus.
Fostering a Sense of Belonging
A sense of belonging is an important factor in student learning. Students who feel recognised and accepted by their peers and teachers are more likely to be motivated, engaged and confident. When students do not feel that they belong, they may become isolated, disengage silently, and experience increased anxiety.
This is particularly important for first-year students, students with additional needs and those who are new to the city or studying away from their usual support networks (for example, international students or those with refugee or asylum-seeking backgrounds).
You can help foster a sense of belonging in several ways.
Using Students’ Names
Knowing students’ first names can make a real difference to the relationship. In large groups, this can be done by asking students at the start of the semester to introduce themselves briefly or to complete a short introductory form.
Structuring Group Activities
Without clear guidance, group work can reinforce existing imbalances. Assigning roles, clearly defining tasks, and allowing time for collective feedback can help ensure that everyone makes a meaningful contribution.
Addressing Imposter Syndrome
Many students, particularly first-year students, harbour a secret feeling that they don’t belong. Talking openly about imposter syndrome in class helps to normalise it and can help students who may be experiencing it realise they are not alone.
Peer Learning
Student-to-student tutoring can help build confidence. You can also organise group revision sessions led by student tutors.
Strengthening Psychological Safety
Psychological safety and a sense of belonging reinforce one another. Students who feel part of the class group are more likely to participate, ask questions and express themselves without fear of judgement.
Encouraging Inclusive Activities to Help Students Connect
Staff can inform students about inclusive activities that are open to all students, without putting them under pressure or creating unnecessary competition.
For example, they can signpost students to:
Group activities on campus, such as shared lunches or informal social events
Sports and wellbeing activities at the university, including gentle exercise or guided meditation
Workshops on relaxation techniques and managing emotions
Helping Students Access Support
Staff are not mental health professionals, but they can play an important role in helping students access appropriate support.
Normalising the Use of Support
Mention available support services in a matter-of-fact way from the start of the semester to help reinforce the idea that asking for help is a normal and expected step, not a sign of weakness. This can reduce the sense of shame or embarrassment that sometimes prevents students from seeking support.
Avoiding Stigmatisation
Avoid singling out students in difficulty publicly. Instead, create an environment in which students can recognise when they may need support and feel able to seek help. A simple reminder at the start of a session about available support may be enough, without drawing attention to anyone in particular. Students who need it can then turn to the appropriate services or people.
You can also direct students to digital tools such as the MindED app, which can support all students in maintaining their wellbeing. It provides psychoeducation and practical exercises aimed at fostering behaviour, emotional, and cognitive appropriate management associated with well-being dimensions such as autonomy, self-efficacy, and values-oriented behaviour. The App provides information on relevant mental health issues and offers activities designed to enhance students’ coping skills and help them manage challenging thoughts, emotions, and behaviours. The App is intended for individuals experiencing low to moderate distress and has a screening tool at the beginning that may help guide students to the best care.
