Fostering safety and belonging in classrooms as environments for developing potential.

As we go through the Attachment Vitamins course, we identify there are many factors and conditions that determine our future development in the world. Issues such as how we handle stress, our perception of ourselves, and our role in the world can be deeply shaped from a young age. The relationship we have with each dimension will impact how we shape our vision of reality, from family factors to the neighborhood and community that influences us. We absorb every lesson, every moment that shapes our journey through the world.

What happens then when our own personality traits are not “ideal” or compatible with our surroundings, with our parents or caregivers, or simply with what is culturally normalized and we are constantly told what we’re doing is wrong (which can later translate on to “who I am is wrong”), and how does the stability or instability of the context impact the development of profound fears?

As we grow, while we’re developing self-perception, an internal fear of badness can arise which, combined with magical thinking, can lead us to perceive ourselves as responsible for the (negative and positive) situations that happen around us, from absent parents to broken families or changes that occur. This leads me to think about how shame is shaped in our minds and what role it plays in the development of human potential and future building.

Shame, as defined by Brené Brown, is the intensely painful feeling or experience of believing that we are flawed and therefore unworthy of love and belonging. Reflecting on this definition and combining it with our understanding of the 4 developmental fears, we can explore how shame influences self-confidence and limits the collective and individual learning process. When we see ourselves as bad and hold onto that belief, sharing ideas can become harder, which might limit creativity and reduce trust.

As we consider DEI (Diversity, Equity, and Inclusion) strategies for communities and explore the concept of the Belonging Journey Map proposed by Susie Wise in her book “Design for Belonging” (yes, my designer self is peeking), we can think about expanding the conversation to spaces such as classrooms, where trust, safety, and accountability can be fostered. This can result in identifying positive experiences and exploring moments of belonging in students’ daily, monthly, or yearly experiences. Some moments may be easily recognizable, while others may be overlooked, but are good and rich basis for designing solutions. It is also important to reflect on how belonging and otherness have been historically shaped within the systems students are a part of, including schools, communities, neighborhoods, and families.

This leads me to the question: Can students discover different futures and possibilities when self-perception and confidence building encourage them to unleash their imagination and feel capable of growth and dreaming? What would the barriers and opportunities be to create these insightful spaces and could they add to the adequate development of potential and opportunities?

One important consideration is to cultivate a vision of teamwork and commitment by making agreements with students and having clarity on expectations while validating their abilities and skills. This could assist in the delineation of processes for better collaboration and connection with intrinsic and extrinsic motivation. Reflecting on personal interests and these said motivations can also play a key role in uncovering interests and preferences as a journey of self-discovery towards unlocking human potential, meaning, and purpose.

In conclusion, understanding and addressing the developmental fears that arise from experiences and surroundings is crucial for creating safe and inclusive classrooms. By acknowledging the impact of shame and cultivating a vision of teamwork, authenticity, and innovation, we can create environments that support the growth and potential of the students while bringing to the present the possibility of shaping new outcomes.