Psychological Safety in Schools
Building Trust and Connection First
Introduction
Recently, I attended a talk, in a school, where psychological safety was discussed, but only as a product of education—an outcome rather than a priority. This perspective overlooks a fundamental truth: psychological safety should be a starting point in our schools, not just a byproduct of other efforts. Maslow’s hierarchy of needs reminds us that students cannot reach their full potential if their foundational need for security is not met first.
Psychological safety in schools is foundational for student success. It allows students to express themselves, take risks, and feel secure in their learning environment. However, fostering psychological safety is not a one-size-fits-all approach. Students who have experienced trauma, chronic stress, or neurodivergence often face unique challenges, as their brains remain on high alert to perceived threats, even in seemingly harmless situations.
This article explores the complexities of building psychological safety for all students, highlights the developmental nuances of children’s brains, and provides actionable strategies for educators to create inclusive and supportive learning environments.
The Challenge of Psychological Safety
Understanding Student Behavior
Students who appear to overreact are often responding to deeply ingrained survival mechanisms. Trauma, chronic stress, and marginalization can alter how students perceive their environment, making them more likely to feel threatened.
Dr. Russell Barkley notes, "When a child’s brain learns that the environment is unsafe, it remains on high alert." This heightened vigilance can manifest in behaviors that are misinterpreted as defiance or emotional instability, rather than as signs of a student struggling to feel secure.
Sources of Stress
Learning and thinking differences, such as ADHD and dyslexia.
Experiences of systemic oppression, poverty, or racism.
Family dynamics or adverse childhood experiences (ACEs).
Brain Chemistry and Psychological Safety
Neurodivergence and Biochemical Differences
Neurodivergent students often experience unique biochemical differences in their brains, which can lead to heightened stress responses. Chronic activation of the amygdala—the brain’s fear center—impairs executive functioning and makes it difficult for students to regulate emotions or focus on learning.
Stuart Shanker highlights the importance of reducing stress: "We need to teach children to recognize when they are overstressed and help them find ways to reduce that stress."
Environmental and Cultural Factors
Urban environments, family dynamics, and cultural contexts all play a role in shaping students’ stress levels and sense of safety. Educators must be aware of these influences to create tailored approaches to psychological safety.
Creating Positive Neurochemical Cycles
Dopamine—the brain’s reward chemical—plays a crucial role in reinforcing psychological safety. Positive interactions, such as genuine praise and affirming connections, release dopamine, creating a cycle of trust and motivation. Small actions, such as greeting students by name or acknowledging their efforts, can have a profound impact.
Psychological Safety Across Developmental Stages
Understanding the Developing Brain
Unlike adults, children and adolescents have underdeveloped prefrontal cortices, which are responsible for emotional regulation and decision-making. This makes it unrealistic to expect students to "be comfortable with the uncomfortable" without appropriate support.
Modeling and Teaching Psychological Safety
To foster psychological safety, educators must model empathetic behavior and create environments where students feel seen and heard. Providing tools and experiences tailored to developmental stages helps students build resilience and emotional intelligence.
Social-Emotional Learning (SEL)
Integrating SEL into the curriculum equips students with the skills to navigate their emotions and relationships. These programs foster empathy, resilience, and a sense of community, laying the foundation for psychological safety.
Practical Strategies for Building Psychological Safety
Five-to-One Ratio: Positive to Negative Interactions
Research suggests that for every negative interaction, students need five positive interactions to feel balanced and secure. Examples include:
Greeting students warmly each morning.
Praising effort and persistence.
Showing interest in their personal lives, such as asking about a favorite hobby or pet.
Dr. William Dodson underscores the stakes: "By age 12, children with ADHD receive 20,000 more negative messages than their neurotypical peers."
Authentic Connections
Building trust with struggling students requires genuine, specific praise and consistent positive interactions. Empathy and understanding are key to fostering these connections.
Boosting Happy Hormones Naturally
Simple strategies can enhance students’ mood and focus by boosting hormones like dopamine, serotonin, and oxytocin:
Celebrate small achievements.
Incorporate mindfulness and relaxation exercises.
Provide opportunities for movement and creative expression.
Overcoming Barriers to Psychological Safety
Addressing Implicit Bias
Educators must confront their own biases to ensure equitable treatment of all students, particularly those from marginalized communities.
Supporting Educators
Training in trauma-informed teaching and neurodiversity can empower educators to create psychologically safe classrooms.
Creating Systemic Change
Advocating for smaller class sizes, mental health resources, and inclusive policies is essential for sustaining psychological safety efforts at the school-wide level.
Conclusion
Psychological safety is not just a "nice-to-have" in schools—it is essential for student well-being and academic success. By understanding the unique needs of each student, modeling empathy, and creating positive, supportive environments, educators can foster a culture of trust and connection. Ultimately, this work lays the foundation for students to thrive both in and beyond the classroom.
