- Evidence Snacks
- (Balanced) psychological safety
(Balanced) psychological safety
How to boost performance in school
Welcome to April (from the Latin aperire—’to open’). Hope you’re still minding your modes. This week, we’re pivoting to thinking about school culture. First up, a classic idea from org psychology…
Big idea 🍉
When students (and teachers) feel safe to open up, they’re more likely to perform better and be a good classmate (or colleague). This is the basis of Psychological Safety. Let's dive in:
Psychological safety refers to an individual's perception of the consequences of taking interpersonal risks—such as asking questions, seeking help, or admitting mistakes—without fear of embarrassment, ridicule, or retribution.
In short, it's about feeling safe to open up.
The presence of such a feeling can have a range of benefits, for both the individual and the group. For example:
For students in class, it can enhance learning by encouraging students to share ideas, ask questions, and give tasks a go without fear of failure.
For teachers & schools, it can boost innovation, reduce organisational errors, and catalyse open conversations between teachers about professional practice.
For everyone, it can reduce stress, promote inclusion, and increase engagement around school.
Ways to foster psychological safety in school include:
Take the temperature Regularly assess comfort levels to see how comfortable folks feel about expressing themselves.
Ask for it Invite constructive feedback and model 'playing the ball, not the person'.
Own your mistakes Demonstrate (and so normalise) learning-related vulnerability by admitting errors.
Measure your response Ensure the 'stakes' attached to student and colleague responses are appropriate.
Psychological safety is not simply about being 'nice'. Rather, it’s about opening the door to productive disagreement and the free exchange of ideas, a situation which might not always be comfortable.
Caveat → The research base around psychological safety in educational contexts is pretty limited and we're not yet fully clear on how it plays out in school. However, there's enough evidence for us to place some smart bets.
Nuance → In particular, it seems like psychological safety is best balanced with a clear sense of responsibility, and managed in ways that avoid degeneration into complaining and comfort-zoning. Doing this well as a teacher or leader is likely to benefit from a meaty dose of (domain-specific) expertise.
Finally, all this relies heavily on trust, but we'll pick that up in the next Snacks and give it a proper treatment.
How psychologically safe is your classroom or school? What action could you take to make it more so? How might you do this in ways that don't undermine performance?
Little links 🥕
On topic → Here’s a neat synthesis of the evidence around psychological safety in healthcare settings, and a longitudinal study in education which suggests that accountability is at least as important.
On trend → New this week, we’ve got an attempt to unify various theories of motivation, and an interesting study on the cognitive conditions for effective retrieval practice.
On topic and on trend → Lekha Sharma has just released a fab new book on building culture and strong teams in school 📚
Your partner in evidence informed excavation.