Safety Agreement Workshop (High School)

Purpose:
Collaboratively draft, refine, and commit to a set of 4–6 classroom safety agreements using both digital and in-person tools. Students will practice negotiation, research, and design skills while deepening their understanding of psychological safety.

Materials:

• Laptops or tablets with access to our shared document
• Chart paper or whiteboard (optional)
• Markers
• What Makes You Feel Safe? themes from earlier discussion

Group Roles (assign one each):
• Facilitator – Keeps the group on task and reads prompts aloud.
• Recorder – Captures draft statements in the shared doc.
• Researcher – Looks up best practices or examples to support wording.
• Mediator – Ensures all voices are heard and resolves disagreements.
• Designer – Formats and decorates the final document or chart for clarity.
• Presenter – Will share your group’s final agreements with the class.

Steps

1. Digital Brainstorm & Research (5 minutes)
   • Open the shared digital document.
   • Individually list 6–8 safety agreement ideas inspired by our “What Makes You Feel Safe?” themes.
   • Research (Researcher) any wording examples or evidence that could strengthen each statement.

2. Select & Draft Statements (7 minutes)
   • As a group, discuss and pick your top 4–6 ideas.
   • Turn each idea into a concise, actionable, positive statement (e.g., “Speak up if you notice someone being excluded”).
   • Recorder enters each draft into the digital doc; Designer adds formatting (bullets, icons).

3. Illustrate & Annotate (3 minutes)
   • Use digital icons or quick sketches on chart paper to show real scenarios.
   • Add brief annotations or examples below each statement to clarify how it looks in our room.

4. Feedback & Conflict Check (3 minutes)
   • Exchange your draft file or chart with another group.
   • Use “I like… I wonder…” feedback protocol:
   – I like one aspect that works well.
   – I wonder about one area to improve.
   • Mediator leads a 1-minute discussion to address concerns.

5. Finalize & Prepare to Share (2 minutes)
   • Make final edits in the shared doc.
   • Designer cleans up formatting; Presenter rehearses a 1-minute summary.

Reflection (if time allows)

• Which agreement do you think will have the biggest impact on our classroom culture? Why?
• What challenges might we face in upholding these agreements, and how can we address them?
• How can we hold each other accountable while maintaining respect and empathy?

Write one sentence below or discuss briefly:

What Makes You Feel Safe?

Objective:
Students will reflect deeply on moments of psychological, emotional, or physical safety, identify key factors, and connect these insights to our classroom culture.

Materials:

• Student journals or notebooks
• Pens or pencils
• Sticky notes (optional)
• Chart paper or whiteboard

Time: 10 minutes

Steps

1. Journal Reflection (3 minutes)
   • Prompt students to write in their journals:
   – Think of a time—inside or outside of school—when you felt completely safe and supported.
   – Describe what was happening, who was there, and how you knew you were safe.
   – Identify two or three feelings or values (e.g., trust, respect, empathy) that were present.
   
   
   
   
   

2. Pair & Share (3 minutes)
   • Find a partner and take turns sharing your reflections.
   • As you listen, ask: “Which specific action from someone else made the biggest difference to your feeling of safety?”

3. Whole-Class Share (3 minutes)
   • Invite volunteers to place a sticky note (or call out) their key feeling/value or action.
   • Write these words on chart paper under the heading “Keys to Our Safety”.

4. Highlight & Connect (1 minute)
   • Review the chart: look for patterns or surprises.
   • Ask the class: “How can we bring these same actions or values into our own classroom every day?”

Teacher-Facilitator Notes

• Encourage depth: when a student shares a word like “respect,” ask “What does respect look like here?”
• Normalize vulnerabilities: remind students that sharing is voluntary, and all reflections are confidential.
• Use positive reinforcement: “Thank you for that insight—this helps us all.”
• Journaling starters for follow-up or extension:

• “What might make someone feel unsafe, and how could we prevent that?”
• “How do these safety factors influence our ability to learn and participate?”

These insights will guide our drafting of classroom safety agreements in the next activity.