Have you ever heard of the safe4brave concept? It is an important approach for both teachers and students when creating a learning environment where everyone feels comfortable, respected, and encouraged to participate.

At Savonia University of Applied Sciences, internationality plays a significant role. One of the three-month exchange programmes at Savonia University of Applied Sciences is the multidisciplinary programme MultiPro OneWelfare, which brings together students from different academic fields. In 2026, the program includes 27 students from seven countries: Kosovo, Lithuania, France, Germany, Austria, Zambia, and Spain.

Studying abroad raises an important question: what do students need in order to feel comfortable to study and learn in a foreign country, usually using nonnative language? Furthermore, how can both teachers and students contribute to improving the study-abroad experience for future participants, such as the MultiPro 2027 group or others?

For the purpose of Future Work Ability Project, this article explores these questions and examines how the safe4brave concept can help create an inclusive learning environment for international students that is both supportive and stimulating, encouraging reflection and new learning experiences.

Exploring safety

Within the safe4brave concept, teachers play a central role in creating pedagogical safety. This sense of safety must first be initiated by the teacher and then co-created together with the students in the classroom. Teacher presence is essential, and it is closely connected to the individual teaching style. However, there is no single teaching style that fits every teacher.

Structure is another key element of a safe learning environment. Students need to clearly understand what will happen next and what is expected of them. Clear guidance helps them feel more secure and confident in their participation.

Establishing rules together with the students is also important. At the beginning of the course, teachers should define with the group how they want to work together. This process of contracting helps create a respectful learning environment and strengthens the sense of belonging within the group.

Examples of such rules include:

• Punctuality: Late arrivals can distract the class and interrupt the lesson.
• Respectful communication: Listening to each other when someone is speaking.
• Respect for online participants: Being mindful of noise and distractions when students join via Zoom or Teams.
• Use of electronic devices: Clearly communicating whether phones or laptops are allowed during lectures.

Another important factor is hierarchy, which varies between cultures. In some countries, education systems tend to be more hierarchical, while in Finland students often address teachers by their first name. However, a lower hierarchy does not mean the absence of rules or responsibilities. Teachers still guide the class and shape the learning environment.

The teacher’s behaviour and mood strongly influence the classroom atmosphere. Therefore, it is important that teachers themselves feel safe and comfortable.

Belonging is another essential aspect of a safe learning environment. Students should feel accepted as part of the group. This can be particularly challenging for international students who may not yet feel connected to the institution, the culture, or the language.

In the MultiPro 2026 programme at Savonia University of Applied Sciences, students from different cultural backgrounds come together. At the beginning of the programme, social activities such as group events or shared experiences can help students get to know each other and strengthen group cohesion.

However, students may naturally form small groups with people they already know. While this can increase individual comfort, it may also lead to exclusion. Teachers can support group integration by forming groups randomly or mixing students intentionally to encourage interaction.

Overall, teachers play a key role in guiding the group, maintaining structure, and responding to challenges, which needs a lot of flexibility and skill to adjust. By doing so, they help create a safe learning environment in which all students can participate and feel supported.

Exploring bravery

Within the safe4brave concept, bravery is closely connected to stepping outside one’s comfort zone. It encourages students to try new forms of learning and engagement, such as participating in group work instead of individual work, sharing ideas in discussions, or approaching unfamiliar topics. These experiences support students develop new skills and expand their learning strategies.

When students move beyond their comfort zone, they may initially enter a discomfort area. It might refer to the new place, new people, new educational system, new study substance etc. However, over time and efficient support, these unfamiliar situations can become more familiar and gradually integrate into their comfort zone.

The word BRAVE represents key principles that support this process:

• B – Be empathetic: Try to understand other people’s feelings and perspectives by putting yourself in their position.
• R – Respect yourself and others: Use respectful language in discussions, when answering questions, and when presenting ideas. Think before speaking.
• A – Ask questions: Seek to understand different perspectives and ask questions when something is unclear.
• V – Value mistakes: Mistakes are a natural part of learning and provide opportunities for growth.
• E – Ease tensions: Be aware of how situations affect your emotions and try to understand the reasons behind them.

These principles support students navigate socially and politically sensitive topics while respecting different cultures, identities, and perspectives.

Creating a brave classroom requires clear ground rules and consistent opportunities for students to practice them. Bravery means not only setting expectations but also equipping students with the tools they need to engage in discussions, even when they feel challenged. It involves encouraging them to “use what they have” and contribute their perspectives to add on to the bigger picture, rather than simply trying to fit in, especially when they feel they lack enough knowledge, language ability, social confidence, or experience.

Overall, the safe4brave concept plays an important role for both teachers and students. Creating a safe and brave learning environment is a shared responsibility. Without such an environment, effective teaching and learning are difficult to achieve.

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Authors

MultiPro 2026 students: Katharina Gstöttenbauer, Emily Gärtner and Georg Fallmann

Agnieszka Laherto, Savonia Iisalmi Campus International Coordinator, Wellbeing specialist in Future Work Ability Project

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References

Creating Safe and Brave Spaces: Fostering Psychological Safety In Schools | New Leaders Blog

BRAVE classroom practices | National Center for Science Education

Rosinski, P. (2003) Coaching Across Cultures. John Murray Business

Bion, W. R. (1961). Experiences in groups and other papers. Tavistock Publications.