Kind Reflections to Help Create and Support Inclusive Learning Environments

by Christopher Grabau, Program Director, Reinert Center

Discussions about ways to display care and compassion in teaching have come into focus over the last few years.  Whether it be called Care Pedagogy, Compassionate Pedagogy, or Kindness pedagogy, there is a growing number of colleagues within the academy hoping to better articulate ways students can feel safe, supported, and welcomed.  

Regardless of what the approach is called, research on the relationships surrounding teaching and learning suggests that a caring/kind mindset along with effective pedagogical practices can have a positive influence on student motivation (Andrew, et al, 2023); creating a sense of belonging (Felton & Lambert, 2020); and supports the development of an inclusive learning environment (Sathy & Hogan, 2022).

While several effective pedagogical practices can foster and support a climate of kindness in a classroom, it should be considered more of a mindset and a personal habit of practice.  It is developing a habit of practice that places a priority on instructor presence that helps build caring relationships around learning. 

I invite you to use the following prompts/reflections to consider how kindness and care may be present in your teaching and course design.  While far from comprehensive, I hope these reflections offer a space to help you consider how you might instill presence, kindness, and care in your teaching and course design:

1. Who are the students taking this course?  
2. What conditions outside of my classroom might influence my students’ ability to learn in this course?  How might I design a course to account for these conditions?
3. What skills will students use to be successful in this course?  How does my course build capacity for the skills?
4. What accommodations and outside support should my students need?
5. How do my students know what success looks like in my course?
6. What is the tone of my syllabus?  My course materials?
7. How can students reach me?  How can I offer spaces for open communication? 
8. What ways do I offer constructive feedback? 
9. Do I have a late policy for assignments?
10. How can this course develop a supportive community where students feel understood and valued?

If you would like to discuss effective ways to incorporate pedagogical-based care into your teaching and course design, Reinert Center staff are available to meet for a confidential teaching consultation.  To schedule an appointment, please visit:  https://www.slu.edu/cttl/services/index.php

Further reading:

Andrew, M. B., Dobbins, K., Pollard, E., Mueller, B., & Middleton, R. (2023). The role of compassion in higher education practices. Journal of University Teaching & Learning Practice, 20(3), 1–12. 

Felten, P., & Lambert, L. M. (2020). Relationship-rich education. [electronic resource] : how human connections drive success in college. Johns Hopkins University Press.

Sathy, V., & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press.

Walker, C., & Gleaves, A. (2016). Constructing the caring higher education teacher: A theoretical framework. Teaching and teacher education, 54, 65-76.