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The Role of Psychological Safety in Human Development

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Shannon B Wanless at University of Pittsburgh
Shannon B Wanless
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Abstract

The degree to which individuals feel comfortable taking positive interpersonal risks (such as trying something new) is known as psychological safety. When individuals feel psychologically safe, they can exercise their agency to engage in experiences and interactions throughout life. This article describes existing research on psychological safety and situate it in the field of human development. Examples are presented that highlight the ways that individuals and their contexts come together to mutually create moments that may or may not be perceived as psychologically safe. By considering psychological safety’s role in developmental research, we may gain new insights about ways to create contexts that increase the likelihood that individuals feel psychologically safe to engage, learn, and develop.
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`4/'.1+$.21#C8#C*&2/'$C#'/1.&2*".8*$/2D$8*+,"&'&-.,/'$*/(#1+<$Systems(Research(and(Behavioral(Science;$
?A>9B;$J9mNJ<$D&.I9@<9@@?K*C#*<7?AI9$$
A<$["/2DC/*#R/C/2;$Y<;$V$].*"C/;$Y<$>?@9?B<$!/*R$D#*.-2;$1#/5$,&21#S1;$/2D$8*+,"&'&-.,/'$*/(#1+I$Y2$
#58.C.,/'$/2/'+*.*$&($%V6$8C&b#,1*$.2$".-"$1#,"2&'&-+$&C-/2.X/1.&2*<$Production(and(Operations(
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M<$["&'#P/;$=<;$\&&D5/2;$%<$6<;$:#*1EG'/142b.;$[<;$V$Y5/1#/;$T<$>?@9FB<$Y$`4/'.1/1.7#$#S/5.2/1.&2$&($1"#$
.58/,1$&($,4'14C/''+$C#*8&2*.7#$#D4,/1.&2/'$8C/,1.,#*$&2$1"#$8*+,"&'&-.,/'$P#''EQ#.2-$&($*14D#21*$&($
,&'&C<$Urban(Review;$FA>FB;$LMFmLNA<$D&.I9@<9@@MK*99?LAE@9FE@?M?E+$$
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R.2D#C-/C1#2$/2D$/D&'#*,#21$/Db4*15#21I$)C&*8#,1.7#$.27#*1.-/1.&2$&($#5&1.&2/'$*#,4C.1+$/*$/2$
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Academy(of(Management(Journal;$L@>FB;$JANmJJF<$D&.I9@<LFALKY]k<?@@M<?A?MN9JO$$
9@<$6#1#C1;$k<$%<;$V$TD5&2D*&2;$Y<$[<$>?@99B<$H58'.,.1$7&.,#$1"#&C.#*I$!/R#2E(&CE-C/21#D$C4'#*$&($*#'(E$
,#2*&C*".8$/1$P&CR<$Academy(of(Management(Journal;$LF>OB;$FA9mFJJ<$D&.I9@<LFALKY]k<?@99<A9NAMN?L$$
99<$6C.*,&'';$e<$[<;$V$)./21/;$%<$[<$>?@9@B<$=/2R.2-$1.5#$.2$"#/D$*1/C1I$T/C'+$#((.,/,+$&($/2$.21#C7#21.&2$
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9?<$TD5&2D*&2;$Y<$>9NNNB<$)*+,"&'&-.,/'$*/(#1+$/2D$'#/C2.2-$Q#"/7.&C$.2$P&CR$1#/5*<$Administrative(
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.21#C8#C*&2/'$,&2*1C4,1<$Annual(Review(of(Organizational(Psychology(and(Organizational(Behavior;$9>9B;$
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... Kaiken kaikkiaan psykologista turvallisuutta on tutkittu vain vähän sukupuolen näkökulmasta ja tulokset ovat olleet ristiriitaisia. On esitetty, että miehet kokevat naisia harvemmin esimerkiksi työyhteisön riskialttiina, mikä taas voi heijastua heidän psykologista turvallisuuttansa koskeviin arviointeihinsa (Wang, Kruger & Wilke, 2009;Wanless, 2016). Toisaalta kaikissa tutkimuksissa tämän kaltaista sukupuolieroa ei ole havaittu (Holley & Steiner, 2005). ...
... Sukupuolten väliset erot saattavat liittyä aiemmissa tutkimuksissa tehtyihin havaintoihin, joiden mukaan miehet kokevat keskimäärin harvemmin työpaikan tai oman työyhteisön riskialttiina oman identiteetin näkökulmasta kuin naiset (Wanless, 2016) ja siten todennäköisesti kokevat psykologisen turvallisuuden korkeampana. On myös mahdollista, että naiset ovat herkempiä havaitsemaan ja raportoimaan erilaisia työpaikan psykososiaalisia ongelmia. ...
Psykologinen turvallisuus ja uudistava toiminta
Article
Full-text available
  • Jan 2025
Nykypäivän työelämä ei ole enää samalla tavoin vakaata ja ennakoitavaa kuin aikaisemmin, joten työntekijöiltä vaaditaan entistä enemmän uudistumista ja uuden oppimista. Tämä uudistuminen tapahtuu usein kompleksisessa ja monitasoisessa organisaatiotodellisuudessa, jossa keskeistä on yhteistyö, avoin kommunikaatio ja uskallus uuden kokeilemiseen. Jotta työntekijät uskaltavat jakaa ideoitaan ja ajatuksiaan ja kokeilla uutta, tarvitaan psykologista turvallisuutta. Tämän tutkimuksen tavoitteena oli selvittää psykologisen turvallisuuden tilaa suomalaisessa työelämässä ja sen yhteyksiä uudistavaan toimintaan. Aineistona käytettiin Tilastokeskuksen vuoden 2018 Työolotutkimuksen aineistoa. Tutkimusjoukko rajautui niihin, jotka työskentelivät tiimissä, joilla oli yhteinen tehtävä ja mahdollisuus itse suunnitella työtään (n= 3028). Analyyseissa hyödynnettiin logistisia regressiomalleja. Tulokset osoittivat korkean psykologisen turvallisuuden olevan yhteydessä uudistavaan toimintaan työssä, kun uudistumista arvioitiin tehtyjen aloitteiden määrän (OR=1.53, 95 % CI= 1.31, 1.78) ja uusien ideoiden soveltamisen (OR=3.28, 95 % CI 2.76, 3.89) avulla. Tulokset olivat samankaltaisia miehillä ja naisilla sekä tarkasteltuna ammattiaseman, työn ennakoitavuuden ja digitaalisuuden mukaan, eivätkä ne oleellisesti muuttuneet, kun ikä, sukupuoli ja ammattiasema huomioitiin malleissa. Tutkimuksemme perusteella psykologisen turvallisuuden edistäminen on tärkeää organisaation uudistumisen kannalta monenlaisissa ammateissa ja eri tyyppisissä töissä.
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... Over one thousand studies on leadership, management and business support the view that the highest-performing groups/teams are those that share a key characteristic: psychological safety (Duhigg, 2016a;Duhigg, 2016b;Edmondson & Shike, 2014;Kish-Gephart et al., 2009;Newman et al., 2017). This is fundamental in the fields of business, management, leadership, psychology, trauma studies, social psychology and medicine (Agency for Healthcare Research and Quality, 2019;Edmondson, 1999;Herman, 1992;Porges, 2011;Tulshyan, 2021;Wanless, 2016). Surprisingly, there is almost no focus on psychological safety in teamwork and its role in the classroom in higher education, although educational studies into related areas of the social and emotional dimensions of learning are extensive (Deutsch, 1949;Johnson & Johnson, 1989;Piaget, 1970;Vygotsky, 1978). ...
Team as Support (TAS): How Building Psychological Safety into Classroom Design Led to Higher Performance and More
Article
  • Mar 2025
p>The pedagogy described in this paper has been transformative in European as well as in New York classrooms. “Team As Support” (TAS) is a structured and replicable teaching model focused on creating “psychological safety” within permanent semester-long teams of 6-7 students. Our eight years of teacher and student experience and our preliminary data make clear how the removal of a fear of criticism along with the creation of a student-driven structure of support brings the student greater freedom in expressing and testing ideas, exposure to multiple points of view, improved metacognition, critical thinking, engagement and much more. Combining elements of Team-Based Learning (TBL) and the Team Management and Leadership Program (TMLP), TAS uniquely emphasizes trust, kindness, and community as central to academic success and personal growth. At the same time, this paper addresses a critical gap in Higher Education studies. “Psychological safety” is well established in research on performance and innovation across multiple fields (business, leadership, management, psychology, social psychology, trauma studies, medicine) although notably absent as in Higher Education. Our work and data on TAS open a new direction in Higher Education studies, work that is supported by research in Higher Education itself on the impact of fear on cognition, critical thinking and memory as well as by the established insights on the benefits of collaborative learning and on the emotional dimensions of learning. The emphasis in TAS on the key ideas of ‘possibility,’ support and breakdown as the path to breakthrough is a unique and innovative toolbox of a growth mindset valued across Higher Education.</p
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... Such gestures of attention can help individuals feel comfortable taking interpersonal risks, such as talking to new peers or trying new group activities. This finding is consistent with the child development literature, which suggests that feeling psychologically safe is crucial for children to engage and develop [41]. ...
The open health-promoting activities programme: redefining health promotion and family dynamics by engaging parents in socioeconomically deprived Swedish communities
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Full-text available
  • Feb 2025
  • BMC PUBLIC HEALTH
Background Current evidence suggests that even in high-income countries such as Sweden, there are socioeconomic differences in children’s participation in physical activity. While family-based programmes appear promising to encourage physical activity, there is a lack of knowledge on how to engage families in such programmes, particularly in socioeconomically disadvantaged areas. The Open Health-Promoting Activities programme was launched to promote physical activity outdoors and health equity for children and their families in these areas. This study aims to explore parents’ experiences with the Open Health-Promoting Activities programme in socioeconomically disadvantaged areas, focusing on family engagement in physical activity and perceived changes in family dynamics. Methods A qualitative design with an ethnographic approach was employed. In line with an ethnographic approach, the research team conducted 15 participant observations of the programme sessions on Saturdays during Spring 2022. Field notes were compiled during the observations, which provided contextual information for individual interviews with 12 programme participants. These interviews were conducted after the researchers attended the programme. The participants were adults/parents who participated in the programme with one or more of their children. An inductive reflexive thematic analysis was used to analyse the field notes and interviews. Results The analysis identified three main themes: (1) prioritising children’s equal engagement in physical activity, (2) helping parents promote children’s healthy lifestyles, and (3) improving family dynamics through engagement in physical activity. Each theme captures an aspect of the programme that parents perceived as essential to facilitating their family’s engagement in the programme. All the themes are interconnected and form the basis for improving family dynamics. Conclusion To develop tailored family-based programmes in socioeconomically deprived communities, it is crucial to understand parents’ experiences and perceptions of aspects that facilitate their children’s engagement in physical activity. The findings suggest that emphasising equal opportunities, a safe space approach and participation are essential for increasing family engagement in physical activity. These elements also supported increasing parents’ awareness of their children’s need to be active and have fun together.
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Impact of psychological safety and self-construal on psychological ownership in access-based co-working spaces: a moderated mediation analysis
Article
  • Mar 2025
  • J Corp R Estate
Purpose This study aims to examine the factors affecting psychological ownership towards access-based co-working spaces, and how psychological safety and self-construal affect psychological ownership. Design/methodology/approach This is a cross-sectional quantitative study and data were collected using a structured questionnaire. Structural equation modelling with AMOS was used for data analysis. Findings The significant mediating impact of psychological safety reveals that access-based service providers can improve customers’ psychological ownership towards co-working spaces through ensured psychological safety. Furthermore, customers with interdependent self-construal were more concerned on psychological safety than ones with independent self-construal when generating psychological ownership feelings. Research limitations/implications This study examined the roles of only a set of key determinants of psychological ownership. In addition, this study investigated psychological ownership at individual and service levels only. Practical implications As new work practices make an impact on the psychological conditions of users as well, this study helps practitioners to identify the strategies to stimulate consumers’ service psychological ownership towards access-based services to increase consumer demand. Originality/value The authors identify psychological safety as a mediator and self-construal as a moderating factor that explains the complex dynamics involved in consumer perceptions of psychological ownership in co-working context. To the best of the authors’ knowledge, this is the first study that test the phenomenon of access-based co-working space context using psychological ownership theory and also one of the very few attempts taken to develop and test a comprehensive model explaining psychological ownership relationships using a moderated mediation analysis.
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What's Wrong With Cross-Cultural Comparisons of Subjective Likert Scales? The Reference-Group Effect
Article
Full-text available
  • Jun 2002
Social comparison theory maintains that people think about themselves compared with similar others. Those in one culture, then, compare themselves with different others and standards than do those in another culture, thus potentially confounding cross-cultural comparisons. A pilot study and Study I demonstrated the problematic nature of this reference-group effect: Whereas cultural experts agreed that East Asians are more collectivistic than North Americans, cross-cultural comparisons of trait and attitude measures failed to reveal such a pattern. Study 2 found that manipulating reference groups enhanced the expected cultural differences, and Study 3 revealed that people from different cultural backgrounds within the same country exhibited larger differences than did people from different countries. Cross-cultural comparisons using subjective Likert scales are compromised because of different reference groups. Possible solutions are discussed.
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Bringing Psychological Safety to the Field of Human Development: An Introduction
Article
Full-text available
  • Jan 2016
Human development is characterized by individual agency to create change, to a greater or lesser extent depending on contextual circumstances. This special issue focuses on psychological safety as a construct that may help developmentalists understand the way that individual and contextual factors come together to limit or support agency to shape one’s development. This introduction to the issue on psychological safety frames this construct and the included articles through the lens of relational developmental systems theory. Specifically, authors explore psychological safety as a construct at the intersection of individual context. They use multiple methods and draw across disciplines to explore psychological safety in adolescence, during the transition to parenthood, in the workplace, and at the organizational level. Overall, findings suggest that additional research and practical focus on psychological safety may increase the likelihood that individuals may enact their agency to engage in opportunities and experiences that support human development.
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The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline
Article
Full-text available
  • Nov 2014
Restorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices (RP). This study draws on student surveys (N = 412) in 29 high school classrooms. Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students. Students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers. In addition, the findings demonstrate some initial promise of well-implemented RP for narrowing the racial discipline gap. The study found that higher RP implementers issued fewer discipline referrals to Latino and African American students compared with lower RP implementers. The study findings have implications for equity-focused consultation in schools that honor student experience of new programming.
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The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade
Article
Full-text available
  • Jun 2012
The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher-child interactions and children's social behaviors (aggression with peers, exclusion by peers, prosocial behaviors) and self-regulatory skills (behavioral self-control); and (2) to examine whether emotionally supportive teacher-student interactions contributed differentially to social and self-regulatory outcomes for first-graders at risk for school difficulty based on sociodemographic characteristics compared to counterparts with fewer sociodemographic risk characteristics. Participants were 178 students and 36 teachers in seven rural schools. Results indicated higher teacher emotional support related to lower child aggression and higher behavioral self-control. Emotional support was equally important for all children regardless of the number of sociodemographic risk factors. Results provide evidence for the contribution of teacher behaviors to students' social behaviors and self-regulatory skills, and suggest the importance of classroom interactions in children's acquisition of social and emotional competence. Discussion focuses on plausible mechanisms and implications for interventions.
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Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes
Article
  • Jan 2015
  • EARLY CHILD RES Q
Strong behavioral regulation skills in early childhood have been found to be related to high academic outcomes for Taiwanese children but little is known about the developmental trajectories for behavioral regulation and their relations to academic outcomes. Behavioral regulation was assessed for 192 Taiwanese children across an 18 month period at three time points using a direct assessment (Head-Toes-Knees-Shoulders task). Mean age of the children at the initial time-point was 4.10 years. Results of person-centered analyses indicated two distinct trajectories. One group described as 'Increasing regulators' developed self-regulation at a regular rate throughout the assessment period whereas the second group described as steady-then-increasing regulators developed more slowly initially and then their growth rate increased towards the end of the assessment period. Trajectory membership was significantly related to children's age (with relatively older children in the steady-then-increasing regulator group), but not to child gender, or mother's education. Being an increasing regulator was significantly related to greater growth in vocabulary skills, but not math skills at the third time point. These findings highlight the use of person-centered analyses to understand unique developmental trajectories for behavioral regulation and relations to academic outcomes.
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