Session Outline

Teaching and tutoring during times of global conflict can be hard for educators. Tutors need to keep trust, belonging and psychological safety in place while students may show very different behaviours in different spaces.

This interactive workshop looks at the common paradox tutors encounter: students speak with curiosity and respect in the classroom, then post, protest, or act in ways that feel polarising or exclusionary elsewhere on campus or online. This interactive workshop offers practical, ready‑to‑use tools to handle this tension

We start with a short reflective story comparing two scenes of the same cohort—one in class, one on campus. We then move into three short, practical scenarios that tutors are likely to face during tense periods. In small groups, participants will use simple tools to plan what to do and what to say in common scenarios;

1. A brave‑space agreement – a short list of shared guidelines (e.g., listen without interrupting; speak honestly and respectfully; discomfort can happen) that helps people talk about hard topics without promising comfort. This approach comes from Arao & Clemens (2023), “From Safe Spaces to Brave Spaces”

2. Restorative phrases – calm, gentle sentences (e.g., “Let’s pause,” “I hear this is upsetting—tell us more,” “What do you need to continue?”) that reduce tension and help people keep talking safely. These come from restorative practices literature that focuses on repairing harm and rebuilding trust (Wachtel, 2013).

3. A short advising script – a few clear sentences tutors can use with students to explain what support they can offer, what the limits are, and when they will bring in extra help (for example, wellbeing services). This keeps responses consistent and confident during sensitive conversations.

Why this matters:

• Psychological safety helps people learn and speak up; tutors can build it by setting clear expectations and responding supportively (Edmondson, 1999)

• Brave‑space guidelines make it possible to hold honest, respectful disagreement (Arao & Clemens, 2023).

• Teaching in conflict needs calm, clarity and care (Ketko, T. (2019),

Across the workshop we link these ideas to simple actions tutors can use the same week: setting discussion norms, doing brief check‑ins and debriefs after high‑emotion moments, and coordinating with student support teams. The aim is to help tutors keep learning spaces safe, trusting and respectful—even when the wider world feels unstable.

Learning Outcomes

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