A Safe Space for Self-Reflection

Who am I and where am I going? And why am I in this classroom?!

It took me about a week into my first course to realize that most of my students were not as passionately interested about religion and biblical studies as I was.  I learned that most of them were in the room because they needed a required general education course and my course was the only one with space that fit their schedule.  I tried to make the most of it by focusing on the skills they would need to develop—critical thinking and written communication, for example.  It sounded good in theory but I was missing an amazing opportunity: engaging students in self-reflection.

Why Self-Reflection Matters

Several studies show that students come to college to figure out who they are and what they want to become. About 80% change their major at least once; on average, they change their major three times.[1] In a well-received exposition on the development goals of emerging adults, Sharon Daloz Parks points out that college-age students attempt to make meaning of experiences, beliefs, and values, but also to reflect on, test, and transform them.[2]

A study by the Higher Education Research Institute further claims that when college students engage these questions of personal identity, purpose, and meaning, they generally tend to reach higher levels of achievement and well-being, increased satisfaction with college, and leadership development. [3] Barbara Walvoord demonstrates that many students seek to address these questions in introductory religious studies courses.[4]  In short, research shows that college students are primed and ready to delve into questions of identity, meaning, and purpose and that is in our best interests as educators to facilitate their success.

How Can We Create Safe Space?

So how are we supposed to facilitate this type of self-discovery with our undergraduate students within the domain of the classroom? How do we create a safe space so that all students—regardless of the nature and depth of their religious commitments—can engage in these questions productively? After a year of working with students on this, I have these suggestions to offer:[5]

• Be clear about the relevance and urgency of engaging these questions with students. Explain that they will likely enjoy greater overall success in college as a result.
• If possible, link your course content explicitly to questions of personal quest. For example, when you teach students about generic aspects of religion (such as beliefs, rituals, and spaces), you might ask them to describe and analyze their own experiences.
• Be forthcoming about what you will do with their reflections. Will they be private or public? Will you give them a grade, and if so, on what basis?
• Consider “setting norms for safe space” early in the semester, including a signal or “safe word” when the norms are violated. By giving students the opportunity to discuss, generate, and moderate their own classroom behaviors, you not only shift the responsibility to them, but you give them permission to share honestly and safely.
• Consider small group work. Students say that they like the opportunity to articulate their self-exploration in the context of a few people first, and then as they grow more confident, they are more willing to speak in larger groups.
• Invite students to be curious and to ask each other questions. Students say that they learn a lot about their own identity, meaning, and purpose when they hear other students talk about their experiences and conclusions.
• In the same way, consider being more open about your own sense of identity, meaning, and purpose.
• Give each other permission to decline to answer personal questions.
• Consider gently drawing students’ attention to ways they might be shutting others down.  While many students say that they don’t want anyone to try to convert them, for example, they still want the freedom to be able to “share their testimony” and try to convert others.
• While some students enjoy having their self-understanding challenged by others, some are less so. Encourage empathy and sensitivity; model open-minded self-reflection.
• Some students fear they might have “to represent” their traditions to others. Encourage them to use non-absolutes, such as “Some people think…” or “This is what we do in our family.” This type of language also personalizes and reinforces the diversity of religious understanding.
• Some students are afraid “to go public” with what they understand because they want to change their mind. Consider giving students the opportunity to “test out” their opinions with the option to withdraw them at any time.

Our students will thank us when we align our agenda with theirs and create the safe space and learning opportunities for them to explore their personal identity, meaning, and purpose.

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