Creating Psychological Safety in Schools: Building Trust for Pupils, Staff, and Parents

In a world that is constantly changing, schools are being asked to do more than ever before. They are not just places of learning, but communities where young people grow, adults work, and families connect. Yet one essential ingredient often gets overlooked: psychological safety – the sense that it is safe to speak up, make mistakes, ask questions, and be yourself without fear of ridicule or punishment.

Coined by Harvard researcher Amy Edmondson, the term “psychological safety” refers to an environment where people feel respected, included, and confident that their voices matter. While the concept emerged from studies of workplace teams, its relevance to education is profound. Schools that nurture psychological safety for pupils, staff, and parents create the conditions for deeper learning, stronger relationships, and healthier wellbeing across the community.

Psychological Safety for Pupils: A Foundation for Learning

For pupils, learning inherently involves risk – the risk of being wrong, of not understanding, of standing out. When students feel unsafe to fail or to speak up, they disengage, hide their struggles, or act out. When they feel safe, they take intellectual risks, collaborate, and grow.

How schools can build it:

• Normalise mistakes as part of learning: Teachers who model vulnerability (“I don’t know the answer – let’s find out together”) show that uncertainty is not weakness, but curiosity in action.
• Encourage voice and choice: Giving pupils real opportunities to influence classroom norms, projects, or school decisions signals respect for their perspective.
• Respond to behaviour with empathy: Instead of “What’s wrong with you?”, try “What’s happened for you?”. Trauma-informed approaches remind students that they are seen and supported, not judged.
• Celebrate diverse identities and stories: Representation in curriculum, displays, and classroom discussions communicates that every background and identity belongs.

When pupils feel safe, they do not just learn better – they thrive. They are more resilient, more engaged, and more able to take the healthy risks that learning demands.

Psychological Safety for Staff: The Heart of a Healthy School Culture

Teachers and school staff are the emotional climate-makers of a school. Yet education can be high-pressure, high-stakes, and emotionally demanding. When staff feel psychologically unsafe – afraid to admit mistakes, speak up about workload, or try new approaches – creativity and wellbeing suffer.

Building safety for staff means:

• Leadership that listens: School leaders set the tone by asking for honest feedback and responding constructively. Phrases like “What do you need?” or “What would make this better for you?” open doors.
• Permission to be human: Staff who can talk openly about stress, uncertainty, or failure model the same authenticity we want for students.
• Collaborative problem-solving: Rather than top-down directives, invite co-creation. Involve staff in shaping policies, curriculum, and wellbeing initiatives.
• Psychological safety in meetings: Encourage questions and divergent views without fear of reprisal. Recognise contributions and credit effort, not just outcomes.

A psychologically safe staff culture fuels innovation, trust, and retention. As one teacher put it: “When I know I am trusted, that I can speak honestly and still be respected, I do my best work.”

Psychological Safety for Parents and Carers: Strengthening the School-Home Partnership

Parents and carers are essential partners in children’s education. But they too need to feel that they can approach the school without fear of judgment or dismissal. When parents feel psychologically unsafe – worried they will be labelled as “difficult” or “uninvolved” – communication breaks down, and pupils lose out.

Ways to build parental safety:

• Welcome curiosity, not compliance: Encourage questions and conversations rather than expecting silent agreement.
• Make communication two-way: Use surveys, listening sessions, or informal coffee mornings where parents can speak freely.
• Acknowledge emotions: School issues can trigger strong feelings – about fairness, inclusion, or a child’s needs. A calm, empathic response goes a long way: “I can see this matters to you; let’s explore it together.”
• Be transparent: Clear explanations of decisions, policies, and next steps reduce uncertainty and build trust.

When parents feel valued as partners rather than judged as outsiders, collaboration deepens – and the child benefits most.

Practical Strategies for a Whole-School Approach

Creating psychological safety isn’t a one-off initiative – it is a cultural commitment. Here are some practical steps schools can take to embed it across the community:

• Set shared values and norms: Make “respect”, “listening”, and “learning from mistakes” explicit cultural pillars.
• Model it from the top: Leaders who admit their own learning moments signal that vulnerability is safe.
• Train for empathy and communication: Provide staff development on trauma-informed practice, restorative conversations, and active listening.
• Measure what matters: Use anonymous surveys or student voice groups to gauge how safe people feel – and act on the findings.
• Create visible reminders: Displays or messages around the school that celebrate kindness, courage, and belonging reinforce the norm.

The Payoff: Belonging, Growth, and Flourishing

When psychological safety is strong, schools transform. Pupils engage more deeply. Staff collaborate more freely. Parents and carers trust more fully. Challenges still arise – but they are faced with honesty and compassion, not fear or blame.

At its heart, psychological safety is about human connection. It is about creating the kind of school where everyone – whether they are five or fifty – feels that they matter, that their voice counts, and that they can grow without fear.

As one headteacher put it:

“We can’t expect children to take learning risks if the adults around them aren’t allowed to take emotional ones.”

So let’s build schools, colleges and trusts where everyone can speak up, be heard, and belong. Creating psychological safety is not a luxury – it is the foundation of a thriving school. When we get it right – for pupils, staff, and parents/ carers – trust, wellbeing and learning all manifest and become embedded in the culture.