Creating and maintaining a safe space in experiential learning

The increasing popularity of experiential learning in management education raises a number of new opportunities and challenges for instructors, particularly with regard to shifting instructor roles and attention to learning through one’s emotions. In this article, we draw on psychodynamics—in particular D. W. Winnicott’s notions of “transitional space” and “holding”—to delineate what a safe space might look like in a management education context. We propose that experiential learning can result in deeper learning when conducted in such a space, which consists of appropriate physical aspects, trust, respect, suspension of judgment and censorship, a willingness to share, and high-quality listening. We further propose that a safe space can be developed and maintained by creating a strong container early on, establishing ground rules, providing lessons in listening and witnessing, teaching by example, and developing a reflexive attitude.