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Creating a Supportive Learning Environment
Western Governors University
D186: Learning as a Science
2
Learner Expectations
Developing learning expectations in a culturally responsive environment is critical to the
classroom’s overall culture. In reality, educators need to set high expectation while considering
all students’ and their cultural backgrounds. Such implications involve how to recognize and
leverage the strengths of those students and bring them into the classroom. For example, a
teacher can incorporate culturally relevant materials into the school, as it can make learning
relatable and engaging for the students. “Treat all students as competent and developing-focus on
fostering a growth mindset” (National Equity Project 2024). By setting these expectations,
students will go above and beyond those standards set for them.
Emotional Safety
Emotional safety is critical in fostering in the classroom setting. For one, it creates an
inclusive environment where students consistently feel safe, valued, and respected. How teachers
can combat emotional safety relies on strategies that are hard at first, but can be well-achieved
through practice and rigor. “Emotionally safe classrooms are responsive to students’ needs and
, perspectives, affirm students’ identities, and have consistent and predictable routines and
procedures” (Merrigan 2024). Consistent routines, open dialogue, and having the ability to affirm
students’ identities are all a part of the emotional safety aspect. Teachers can use the method of
“check-ins” with students to address their emotional well-being and understand their needs.
Physical Safety
Physical safety is also another crucial factor in a supportive learning environment.
Especially at the younger age setting, even into the high school setting, setting boundaries and
having consistent rules and routines are vital to ensure all students feel secure. “Key structures
can increase equity of experience, opportunity, and outcomes for all students” (ASU
Teacher’s
Creating a Supportive Learning Environment
Western Governors University
D186: Learning as a Science
2
Learner Expectations
Developing learning expectations in a culturally responsive environment is critical to the
classroom’s overall culture. In reality, educators need to set high expectation while considering
all students’ and their cultural backgrounds. Such implications involve how to recognize and
leverage the strengths of those students and bring them into the classroom. For example, a
teacher can incorporate culturally relevant materials into the school, as it can make learning
relatable and engaging for the students. “Treat all students as competent and developing-focus on
fostering a growth mindset” (National Equity Project 2024). By setting these expectations,
students will go above and beyond those standards set for them.
Emotional Safety
Emotional safety is critical in fostering in the classroom setting. For one, it creates an
inclusive environment where students consistently feel safe, valued, and respected. How teachers
can combat emotional safety relies on strategies that are hard at first, but can be well-achieved
through practice and rigor. “Emotionally safe classrooms are responsive to students’ needs and
, perspectives, affirm students’ identities, and have consistent and predictable routines and
procedures” (Merrigan 2024). Consistent routines, open dialogue, and having the ability to affirm
students’ identities are all a part of the emotional safety aspect. Teachers can use the method of
“check-ins” with students to address their emotional well-being and understand their needs.
Physical Safety
Physical safety is also another crucial factor in a supportive learning environment.
Especially at the younger age setting, even into the high school setting, setting boundaries and
having consistent rules and routines are vital to ensure all students feel secure. “Key structures
can increase equity of experience, opportunity, and outcomes for all students” (ASU
Teacher’s
