Learning Is a Risk – Are We Making It Safe to Build Student Confidence?

Did you know that learning is a risk?

If you're a teacher reading this and thinking, “Obviously,” I get it. I used to think that, too. But now, I find myself asking a different question: Did I make my classroom a safe environment for students to take that risk?

Risk-Taking Requires Trust

If I want students to feel comfortable taking a risk—whether that’s speaking up, trying something new, or making a mistake in front of others—I first have to earn their trust and respect.

Yes, earn. We hear all the time, “respect is given, not earned,” but when I work with teens, I know they won’t even attempt a challenge unless they know I respect them and that they can trust me.

That’s why the first sessions I do with students are all about building that relationship. I let them test boundaries, I’m vulnerable, I show them that they’re safe with me. Only then do I begin to challenge them—and give them space to test if they’re safe with each other.

What Happens After a Mistake Matters Most to Build Student Confidence

Trusting their peers is just as critical as trusting me. That takes time and intentional practice. When a student makes a mistake, the way I respond can either shut them down or lift them up.

• Do I dismiss their idea?

• Do I avoid calling on them again?

• Or do I celebrate that they tried?

Instead of only asking right-or-wrong questions, I shift to questions like:

• How could we solve this?

• What ideas haven’t we tried yet?

• What do we learn from this answer, even if it’s not the solution?

If a student shares an answer and the group reacts negatively, I reframe the answer, helping them see the value in it, even if it’s wrong. The goal is always to build student confidence. For example, “Now we know one thing that doesn’t work. That’s helpful!”

I also use phrases like:

“Let’s try it and see what we learn.”

When It Feels Too Risky to Even Try

Here’s the thing: when it feels too risky to make a mistake, students don’t just avoid answering. They avoid trying altogether.

I wish someone had said this to me earlier in my teaching career: It’s not just about pushing students out of their comfort zones. It’s about making sure they know it’s safe to do so.

I’ve been reflecting on how many of my strategies, though well-intentioned, may have actually discouraged risk-taking because students didn’t feel safe. I know better now, and it’s reshaped the way I work.

Learning Is Risky—And That’s OK

In the Vertical Playpen podcast episode I mentioned in my last blog post, the guest said something that stuck with me:

Learning is risky.

I haven’t been able to shake that phrase since. And I don’t think we talk enough about how unsafe our classrooms can feel—not just because of the teacher, but because of the system, the structure, and the peer dynamics.

What Can You Do Tomorrow?

Here’s a simple step you can take tomorrow:

Tell your students that learning is risky—and that you’re committed to making the classroom a safe place for those risks. Let them know you’re their partner. Be their lifeline. And remember, this won’t happen overnight, especially with older students. But if you’re consistent, safety and trust will grow.

Some Practical Ideas to Foster Risk-Taking

• When doing partner work, explain that choosing your own partner is easier, but not always safer. Encourage students to gradually branch out when they’re ready.

• When teaching a new concept, ask:

  • What do you already know?

  • Where did you learn it?

  • What are you unsure about?

  • What might you have wrong?

  Just naming uncertainty is a risk. Honor that.

• When students share answers, remind them that:

  • Volunteering usually means they’re confident.

  • But it's even more powerful to share something they're unsure about to get feedback.

  • Eventually, the real growth comes from sharing something they know is wrong and asking for help to understand why.

It’s Risky for You Too

Let’s not forget—this isn’t just risky for students. As teachers, we also navigate unsafe spaces, whether that’s due to unsupportive leadership or heavy expectations.

If you’ve ever felt unsafe at work, you already know exactly how it feels for a student who doesn’t feel safe in your classroom.

And yet, we keep showing up, because we believe in what’s possible.

So let me end with this:

It’s not easy to feel safe enough to take a risk—but the reward of creating that space is worth the risk itself.(See what I did there?)