Ground Rules: Summary


Guidance, warnings and ground rules are all designed to make learning spaces welcoming and inclusive for all students. By taking into account individual students’ needs and experiences, and setting clear parameters for content, dialogue, and classroom interactions, all students know that the classroom is a space in which they can share their ideas in a collegial and constructive environment.


Theory


This practice is underpinned, in part, by anti-racist pedagogy. Anti-racist pedagogy focuses on the classroom as a space in which hierarchies of power can be challenged, and an inclusive community formed, but in order to achieve this, the classroom must be a space in which all feel welcome and able to present their ideas. Guidance, warnings, and ground rules are ways in which the classroom can be structured to create an inclusive environment, and therefore to ensure that all students feel able to participate. Where ground rules are co-created with students, this gives students a sense of shared responsibility for the conduct of the classroom.


How it Works


Guidance and Warnings:

  1. The tutor first needs to identify where there may be elements of the module content that might cause distress to students. Racist language, sexual violence, and mental health are all topics that affect many of our students, but there is no limit to what may be distressing for students, so it is never possible to create an exhaustive list.
  2. Where there are clear examples of potentially distressing content, think about whether these are essential. Could a different resource that does not include this content be used instead? If so, consider changing the resource.
  3. If the content is essential, include guidance about the module content in general, and specific “content warnings” (also known as “trigger warnings”) both at the start of the module and where the relevant resource appears. For example, if you use both Moodle and Talis Aspire to list readings, make sure the warning is in both lists.
  4. If distressing content is to be discussed, then provide clear guidance to students both in advance of and during the session about how this discussion will be conducted (see ground rules, below).
  5. Include clear invitations for students to raise any concerns with you in advance of the session. Students may request to miss a particular session, or to attend but not to be called on in relation to specific content. Every effort should be made to accommodate these requests.
  6. Be aware that you will likely not identify every piece of distressing content in your modules. Ask students for feedback, and adjust for the next iteration of the module.

Ground Rules:

  1. For first year students, or any students who do not have experience of being in your type of learning environment: at the start of the module, explain what the type of learning environment is, and what the expectations are. Provide a list of “rules” that all members of the class (including the tutor) are expected to follow. [see example attached]
  2. Make sure that you discuss these rules with the students, ensuring understanding and allowing students the opportunity to change, challenge, or add to the list.
  3. For intermediate, final year, or postgraduate students, or any students who have experience of being in a similar learning environment: you can either provide a list as above or you can ask students to create these ground rules for themselves. Give students some prompt questions, and then ask all students to suggest their rules for the class. You can also add your own rules to the list. [see examples attached]
  4. Ensure that there is discussion, understanding and agreement of the rules within the group overall. Be aware that there may be debate, and some students may suggest inappropriate or problematic rules – you can ask other students to challenge these, or challenge them constructively yourself.
  5. When the list is finalised, post it to the module VLE.
  6. You should return to the list and remind students of it regularly. Enable students to amend the list if necessary as the module develops. If issues arise, you can return to the ground rules to remind students of expected behaviours.

Practical Example


See attached slides of ground rules I have used in classes. One is my own, for first years, and others are co-created with students based on their responses to the prompt questions provided: Tutor Devised, Student Co-created


Individual Perspective


I find that having students co-create ground rules really creates a sense of community cohesion and collective responsibility. It can also be quite revealing – the types of rules that students raise gives insight into their perspectives and previous experiences, which can be very valuable in structuring discussions as the module goes forward.


Supporting Example: Dr Claudie Fox

Health Warnings for Sensitive Topics


I run a third year option module in Perspectives in Clinical and Counselling Psychology (PS346).  I teach the module using a practical approach, incorporating case study examples. The module therefore contains a lot of sensitive material throughout.

How it Works


  • In the first session I am very open about the content of the module and clear that students might identify with some of the content and some of it has the potential to cause distress. I emphasise that, given the subject matter, this is perfectly normal - e.g., we can all identify with feeling anxious or depressed.
  • I let students know that they can come and have a chat with me about the module at any point if they are unsure about specific content, for example if they are concerned that it might cause them distress, or if they would like more specific information about what we will cover.
  • I am also clear that they might not know whether something might cause them distress and this is OK.
  • I let them know that if we cover something that they do find distressing that it is OK for them to leave the session without explanation - and that I won't take offence!
  • Lastly, I encourage them to come and have a chat with me if they have found something distressing, and remind them of the mental health and wellbeing services available to them on campus.