Principles for creating safe classrooms

Students thrive when they fully engage in learning, question assumptions, challenge themselves, and exchange ideas. Our classrooms must create the environment where this intellectual growth can flourish.

This is an educational priority as well as an obligation of universities under the Higher Education Standards Framework (Threshold Standards) 2021 which requires us to uphold safety in the learning environment, including psychosocial safety.

Creating safe classroom spaces enables the inclusion of all students. It relies on a pedagogy of kindness, care and compassion that we wish to enact at Monash. This is essential to fostering student well-being and academic success.

Watch Monash students share what makes them feel included in the classroom.

We have developed a set of twelve principles and associated actions, which you can download, that we would like to see applied in our classrooms, so that meaningful learning and a respectful exchange of ideas can thrive.

These principles apply:

to all educators, whether they are teaching just one session on their own, teaching one or more sessions in a teaching team or leading a unit
across all units, irrespective of the discipline or subject matter of the units
to all teaching formats and classes, whether in person, on Moodle or online

These ‘small acts’ can have a big impact. Please practise them in every classroom setting.

Create shared communication protocols with students at the beginning of each teaching period. Ensure that all students understand, agree to and communicate according to these guidelines
Actions
Develop ground rules collaboratively with students, outlining expectations and practices like listening without interruption and using inclusive language.
Before asking students to review each other’s work, ask the students to develop rules of engagement collaboratively. Actively create a culture of psychological safety in the classroom.
Show and enact leadership in classrooms to maintain the safety and respect of all. Trust your judgement in guiding classroom dynamics. Make decisions that prioritise the well-being of all in the classroom.
Actions
Share your reasoning behind classroom decisions with students to help them understand the importance of inclusive practices.
Be mindful of students exhibiting any signs that may signal distress. Take prompt action if classroom safety is compromised. Ensure that all students feel secure and supported. Know when and how to connect students with additional support services (and staff, too, if this is needed). Be particularly attentive in online learning spaces, forums, discussions and chats where interactions may be less visible.
Actions
Arrange a private conversation to discuss a student’s concerns.
When needed, always refer students and staff to the Safer Community Unit to report an issue or concern.
Your interactions set the standard for classroom culture. Consistently model respectful behaviours and forms of engagement with students. Demonstrate how to listen actively, provide thoughtful responses, and show genuine appreciation for diverse viewpoints.
Actions
Refer to students by their preferred names, listen without interruption where possible summarise their points before responding, and acknowledge the value of different perspectives.
Keep educator-led discussions relevant to the unit content. Avoid digressions or opinions that are not relevant to the unit content and the learning objectives of the session. While related discussions can be valuable, ensure they support rather than detract from core learning goals.
Actions
Redirect conversations with "Thank you for that perspective. Let's connect this back to our topic of..."
When unit content includes challenging or sensitive topics, particularly if the content is required for learning activities or assessments, prepare students appropriately. Provide advance notice and clear context about how these materials or topics connect to unit outcomes. Frame discussions with students in a way that minimises the risk of triggering feelings of unsafety. Consider how sensitive content may be experienced differently.
Actions
Before assessment tasks or learning activities, explain the purpose of engaging with challenging content, outline how it will be approached, and ensure students know where to access support if needed.
Consider asking students for their guidance about topics in the unit that they may consider to be triggering.
Consider providing a few options for students to select from, where a single topic or question may be experienced as personally challenging/sensitive.
Create an environment where questions are welcomed and valued. Support and encourage student curiosity. Acknowledge when questions extend beyond your expertise.
Actions
Regularly ask - ‘what questions do you have?’ Embed these questions in your slides or class materials. Provide different channels for students to ask questions as some students may be hesitant to speak up for various reasons (e.g., anonymously via polling tools such as Polleverywhere).
Guide discussions to ensure they remain constructive and aligned with learning objectives. Help students understand the value of focused, respectful academic discourse.
Actions
Set clear time limits for contributions and encourage and ensure balanced participation.
Take educative action against disrespectful views and personal attacks that arise from student communication. Choose appropriate moments for private or group discussions that reinforce our values of mutual respect.
Actions
Calmly explain why certain comments are inappropriate while emphasising the importance of respect.
Extend this educational approach to your teaching team so they practice inclusive and respectful teaching and are treated with respect.
Help students navigate group dynamics effectively. Be proactive in providing guidance for resolving differences and fostering productive teamwork both in person and online.
Actions
Check in regularly with groups to help mediate conflicts and guide productive resolution. Refer to our guides on collaborative learning support for students and how to facilitate collaborative learning processes on TeachHQ.
Review and remove any materials unrelated to unit content that might impact the learning atmosphere, including posters, whiteboard content, materials left on tables, or notices on entry and exit doors.
Ensure the physical classroom environment supports learning.
Actions
Before each class, scan the teaching space to ensure all visible materials (whiteboards, walls, tables, doorways) are course-related and support student learning.
In online learning settings, consider if virtual backgrounds and online images may cause harm to some students and impact the learning environment.
Do not allow non-unit or non-course related announcements to be made in the classroom.
Ensure that requests from students or other parties to make announcements that are unrelated to the unit are made through appropriate channels and outside of the classroom.
Actions
Provide guidance (where known) on appropriate venues and forums for sharing announcements that are not related to the unit.
Refer students to work with Monash clubs and societies.

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Learning and Teaching: Teach HQ

Learning and Teaching: Teach HQ

Principles for creating safe classrooms

These ‘small acts’ can have a big impact. Please practise them in every classroom setting.

Your feedback matters