Legitimacy, Belonging and Engagement: A Qualitative Exploration of Safe Learning Spaces in a South African University

The study identified sequential elements to set up, enter and maintain a 'safe learning space'. This involves using clear, intentional language for naming the space and co-creating boundaries and intent with students. After entering the space, 'safety' should focus on protecting personhood to create freedom for learning. This can be facilitated through valuing diverse identities, acknowledging situated knowledge, supporting legitimacy and fostering belonging. Creating a non-judgmental space through collective vulnerability supports protecting student identities while promoting critical dialogue and idea challenges.