SAFE SPACE: STUDENT PERSPECTIVES ON CLASSROOM ENVIRONMENT

2005/01/01 by Lynn C. Holley, Sue Steiner · 3 citations
Social Sciences · #Social Work Education and Practice

paper · doi:10.5175/jswe.2005.200300343

openalex publication_date 2005/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

Based on data from a survey of 121 baccalaureate and master of social work students at a western university, this study explores students' perspectives of "safe" and "unsafe" classroom environments. The majority reported that being in a safe classroom changed both what and how much they learned. Students offered a wide range of instructor, fellow student, personal, and classroom characteristics that contribute to the creation of safe and unsafe spaces. Responses about such characteristics were relatively consistent across genders, race (measured as being White or of color), and program level. Implications for social work education and research are offered.

Cited by

• Struggle for space: framing in World Heritage governance and the climate crisis debate
• Critical Considerations for Safe Space in the College Classroom
• Homophobia within schools of social work: the critical need for affirming classroom settings and effective preparation for service with the LGBTQ community

Related

• Critical Considerations for Safe Space in the College Classroom
• A scoping review of students’ changing room experiences in the context of physical education
• Improving the School Environment to Reduce School Violence: A Review of the Literature*
• INFLUENCE OF CLASSROOM ENVIRONMENT ON STUDENTS’ MOTIVATION TO LEARN SOCIAL STUDIES IN MAKURDI LOCALGOVERNMENT
• SAFE SPACES AND FREE SPEECH ON CAMPUS: A GUIDED TOUR OF CAMPUS CONTEXTS