Creating a High Trust, Low Stress Class Environment

For students to do their best learning, and to support a classroom environment that is inclusive for all learners, it’s important for instructors to create a high trust, low stress environment (Hammond, 2019). In a high trust classroom environment, students feel that they belong; they feel heard and are comfortable asking questions, sharing ideas, and taking risks because they are told that mistakes are part of the learning process. In a low stress classroom environment, instructors show that they care about their students by setting clear expectations and accommodating course policies, being available to students and providing feedback, and meeting students where they are in their learning. When combined, high trust and low stress in the classroom, leads to a greater sense of belonging and inclusivity, and much richer learning opportunities for students.

But what does a high trust, low stress environment look like in practice? The following resource offers several strategies that instructors can leverage throughout the semester to help foster a high trust, low stress environment with students.

1. Be explicit and transparent about boundaries and expectations

Having clear boundaries is important to managing your own workload, and sharing these with students is an important part of fostering high trust in the classroom. Make it clear to students what they can expect from you throughout the course, from feedback practices to email responses. At the same time, share with students what you expect from them. Make it clear that you believe in all students’ ability to be successful in the course, by saying something like: While this course may be challenging, I believe that each of you has the ability to be successful. I look forward to working with you and helping you be successful throughout the semester. You may even consider sharing with your students what your values as an educator are, or why you are excited about the course. These kinds of conversations can help students better understand where you are coming from, and may increase their own excitement about the course.

Listen to a podcast episode from the CTL on “A Pedagogy of Kindness” to hear more about creating boundaries to foster trust in the classroom.

2. Partner with students to set the tone for the semester

Collaborate with your students to create an environment of high trust and low stress. This might include having direct conversations about expectations around things like participation, engagement, academic integrity, or even AI usage throughout the semester. But it also means co-constructing community agreements to establish a shared set of norms and expectations for the class. Additionally, consider using icebreakers at the start of the semester to get to know students, as well as throughout the semester to maintain rapport and encourage ongoing community building.

3. Leverage welcoming and inclusive participation and discussion strategies with students

Engaging in the classroom or speaking in front of peers may be anxiety inducing for students. Find ways to engage all learners in their learning. Some strategies that may ease students into participation might include:

Warm calling: Eaton, Hunsaker, & Moon (2023) define warm calling as “anytime we give students some advance notice and a chance to formulate their thoughts before requiring them to articulate those thoughts before their classmates” (237). Rather than cold calling on students without any notice, which can increase stress and anxiety in the discussion space, warm calling allows students to prepare their responses and think about their engagement.
Think-pair-share: Similar to warm calling, using a think-pair-share technique for discussion allows students to reflect on a question or prompt, before sharing their thoughts with a peer or in a small group. Only after they have had time to individually reflect and share in a small group setting, are students asked to share in a whole class discussion. This scaffolded approach to discussion can help minimize stress and anxiety in the classroom.
Prepare students for challenging conversations: To help students better engage with content that might be particularly challenging, take the time to prepare the class. This might mean taking time to provide and unpack additional context around a topic, or even encouraging students to set up their own groups for discussion before coming together as a whole class.

In this video, Zaretta Hammond, teacher educator and author of Culturally Responsive Teaching and the Brain, talks about how instructors can make space and time before asking students to engage with challenging content in ways that will support a positive learning community and students’ well-being.

4. Rethink your assignments and assessment approaches

Assessment and grading can be an area of high stress, for both students and instructors alike. While instructors are tasked with assigning grades at the end of a course, there are some strategies to consider to help make the process less stressful throughout the semester, while also maintaining trust.

Embrace transparent assignment design: Having a clear assignment can help lower students’ stress, as it will be clear what your expectations are. At the same time, it can help you as the instructor provide clear feedback and, if applicable, focus your grading process. The Transparency in Learning and Teaching in Higher Education Project (TILT) offers several examples and resources, but you’ll want to ensure that you have made clear the assignment purpose, task(s), and criteria for success.
Scaffold assignments: Scaffolding is the process of breaking down large assignments into smaller tasks, allowing students to learn and practice skills in their various pieces before putting it all together. This process can help reduce students’ anxiety as it makes large projects feel more manageable. At the same time, scaffolding creates more opportunities for feedback throughout the process, both from the instructor and potentially their peers.
Create opportunities for low-stakes, ungraded assessments: While graded quizzes are a popular approach to gauging student understanding in real time, the fast-paced nature can also increase stress levels and anxieties (Eaton, Hunsaker, & Moon, 2023: 242). Consider offering in-class polls as ungraded opportunities to check-in with students and help them gauge their own understanding. Polls can be a great way to kick off small group discussion, or to help you as the instructor consider what material to cover in the class.
Consider alternative grading approaches: Alternative grading approaches can help lower stress for both students and instructors, as they encourage students to take a more active role in their learning, while also supporting instructors with equitable assessment practices.

5. Establish a culture of reciprocal feedback in the course

To foster and maintain trust and rapport in the classroom, it’s important to establish a culture of reciprocal feedback. Having open lines of communication throughout the semester will allow you to check-in with your students and make real time changes when possible and appropriate.

Provide students with feedback: It’s important for students to get feedback on their work so they can gauge how they are doing in the course, and identify areas for growth and development as needed. This feedback works twofold to increase trust between student and instructor, while also working to help reduce students’ stress levels.
Solicit student feedback early and often: Ask students for course feedback throughout the semester. This will allow you to make real time changes, while also helping students to feel like their voice is being heard in the course. One popular approach to getting student feedback is the start-stop-continue feedback approach.

Resources and References

Columbia resources to support students

Live Well | Learn Well [Undergraduate Well-Being at Columbia]
Columbia Health
Alice! Health Promotion
Student Health on Haven

CTL resources

Additional references

Eaton, R. Hunsaker, S.V., & Moon, B. (2023). Improving learning and mental health in the college classroom. West Virginia UP.

Gannon, K. (2024). A faculty survival guide for the new academic year. The Chronicle of Higher Education.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin, SAGE.

Hogan, K. & Sathy, V. (2022). Classroom environment and interactions. In Hogan, K. & Sathy, V (Authors), Inclusive teaching: Strategies for promoting equity in the college classroom (pp. 107-57). West Virginia UP.