Why your students don’t speak up during class

The silent amphitheater is an all-too-familiar challenge. A question is asked, followed by… nothing. Or, perhaps more often, the same two or three students raise their hands, offer ideas, and ask questions. But for the rest, it’s silence.

We know that in a learning environment where students feel a sense of belonging, we want them to be actively engaged. We want students to share their thoughts and challenges and be willing to give it a try, even if what they say is “wrong.” How else are they and we supposed to learn?

But why do some students find it so difficult to express themselves during class, while for others it is so easy?

A concept that may be useful here is that of psychological safetydefined by Amy Edmonson, professor of leadership and management at Harvard Business School, as “the belief that a person will not be punished or humiliated for expressing ideas, questions, concerns, or errors,” or for expressing them. In other words, the conviction that space is “safe for taking interpersonal risks”.

What psychological safety recognizes is that speaking out is taking a risk. Speaking up has consequences, sometimes positive, sometimes negative. It may be useful to consider the cost-benefit model here; Whenever we have something to say, we can quickly, and even unconsciously, assess the potential costs and benefits of a conversation. Then we decide if the risk is worth it.

This doesn’t just apply to lectures; we do these calculations all the time. Should I say something – or not? Should I admit my mistake? Should I ask for help or try to figure it out on my own? The perception that the benefits outweigh the costs may depend on how safe we ​​feel in this environment, how we have been previously reacted to, and how certain we are about the norms of our situation.

Obstacles to students speaking up in class

Students might decide that it’s just not worth the risk of speaking out for several reasons. Factors in this regard may include:

• Uncertainty around social norms: New students often struggle to navigate the implicit rules of participation in large lecture halls, not knowing when and how to contribute. Unsure if they are doing it correctly, they may choose to sit back and let others go first.
• The shock of the transition: For students accustomed to smaller educational settings where they feel known and trusted, the shift to the size and anonymity of a university learning space can be overwhelming and stifling participation. For adult students who have been out of school for some time, the setting can be just as uncomfortable.
• Lack of knowledge of the speaker: When students do not (yet) have a personal connection with the professor, they may feel more anxious and inhibited because they cannot predict how they will react.
• Fear of embarrassment and humiliation: Many students fear making mistakes in front of their peers and professors. This situation is likely exacerbated if students are already wondering if they belong in this space.
• Fear of ridicule: A slightly different dynamic may occur when students feel embarrassed about actively engaging in front of their social group, because appearing too enthusiastic might be perceived as nerdy or uncool. This situation is common in schools, but it can also persist in higher education.

Given all of these worries and uncertainties, students may conclude that the costs, or potential costs, of speaking out are too high to make the risk worth it.

In my research interviewing undergraduate students about their experiences transitioning to college, all of the above emerged as challenges they faced. The strangeness of the new learning environment, lack of rapport with their new teachers, and unfamiliar social norms all contributed to the fear of making a mistake and potentially being embarrassed or humiliated.

So what can we do about it? How can we create environments where students not only feel safe to express themselves, but want to?

How to Reduce the Cost and Increase the Benefits of Course Attendance

Coming back to our cost-benefit model, we want to reduce the cost of speaking, while increasing the benefits. There are many practical ways to approach this:

• Reduce the power gradient between professor and student: Using first names is a common difference between school and university, but it only works if students know it is acceptable. When teachers share a little about themselves and show interest in their students, it can help.
• Agree and share your expectations for participation: Are you waiting for a show of hands or answers? How will you react if students ask a “stupid” question? What should students do if they don’t understand? The more clear and explicit you are about these standards, the better.
• Thank students for their participation: Even, and perhaps especially, when they “get it wrong,” show that you value their input and make it clear that you value diversity of voices and viewpoints.
• Normalize making mistakes and learning from them: Share what you find difficult in your own work. Accept when you make a mistake, be curious about why it happened, and view mistakes as a learning opportunity.
• Recognize that engagement does not have to be a verbal contribution: Consider mechanisms other than speaking in class to get students engaged. Public participation methods such as surveys and entering comments, especially if they allow for anonymity, can significantly reduce the perceived cost of speaking out.
• Discuss the benefits of speaking up: Why do you want students to speak out? What will they get out of it? How will this facilitate their learning?

Above all, remember that psychological safety is easy to destroy and takes time to build. For some students, this will require repeated reassurance over time that the space is safe for them to express themselves. Be patient and know that the work you put into building psychological safety will ultimately make it better, more inclusive, and more engaging learning. space.

Jade Garratt is Director of Education at Psychological safety and doctoral researcher at the University of Nottingham.

If you would like advice and ideas from academics and university staff delivered straight to your inbox every week, subscribe to the Campus newsletter.