One of the most important things an educator can do is to create an accepting and supportive space for learners, in which they feel valued, supported, agentic, and encouraged to take risks, form their own opinions, and engage in dialogue. To do this, educators need to address potential biases, threats, and distractions in the learning environment, both overt and subtle. When learners have to focus their attention on having basic needs met or avoiding a negative or oppressive experience, they cannot engage with the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well. What is threatening or potentially distracting depends on learners’ individual needs and backgrounds. The optimal instructional environment offers options that reduce threats and negative distractions to create a space in which learning can occur.

• Create an accepting and supportive learning culture by:

  • Exploring how educator and learner biases can impact the learning environment
  • Creating space and ways for learners to share the biases, threats, and distractions they may be experiencing
  • Nurturing a culture where mistakes are a part of the learning process

• Vary the level of novelty or risk through:

  • Charts, calendars, schedules, visible timers, cues, etc., that can increase the predictability of daily activities and transitions
  • Creation of class routines
  • Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events
  • Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities

• Vary the level of sensory stimulation through:

  • Variation in the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time
  • Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

• Vary the social demands required for learning or performance, the perceived level of support and protection, and the requirements for public display and evaluation.

• Acknowledge negative experiences within learning environments and take steps such as shared agreements or self regulation options to make learners comfortable.