Module 3
Faculty are not expected to predict or prevent every challenge that arises in immersive learning environments. However, certain patterns of communication and supervision have been associated with reduced psychological safety for students.
These indicators do not automatically mean bullying is occurring, but they should prompt closer monitoring, proactive check-ins, or clarification before concerns escalate. Remember, if the student doesn’t feel psychological safe, learning is not at a premium.
Red Flags That Warrant Closer Faculty Monitoring
Supervisor Communication
"That's just how we do things here"
"I don't have time to explain everything"
"Students these days aren't resilient"
"They need to figure it out on their own"
Dismissal of concerns as "personality issues"
Language that normalizes distress often discourages reporting.
Supervisory Behavior
Persistent public correction or criticism
Excessive monitoring without constructive feedback
Inconsistent expectations or moving goalposts
Withholding feedback until formal evaluations
Limiting student autonomy without explanation
Repetition and pattern matter more than any single interaction.
Faculty–Site Interactions
Defensive responses when concerns are raised
Minimization of student experiences
Repeated references to "how it's always been"
Resistance to faculty check-ins or documentation
These patterns signal a need for clarifying expectations, not immediate escalation.
Look for patterns, not single events. Repeated behaviors — especially combined with power imbalance — can gradually reduce psychological safety.
Look for Patterns, Not Single Events
A single challenging interaction does not necessarily indicate a problem.
However, repeated behaviors especially when combined with power imbalance can gradually reduce psychologically safety.
Students have a difficult time defending themselves because:
Formal authority
Evaluation Power
Social Influence
(Einarsen, Hoel, Zapf, & Cooper, 2020)
Patterns matter more than isolated incidents.
"Perk Up Your Ears" Activity
A student begins responding with short emails like:
"Everything is fine."
They stop attending optional check-ins and their documentation becomes rushed.
What is the most appropriate faculty response?
Wait and see if the student adjusts
Correct
Not quite
Encourage the student to be more confident
Correct
Not quite
Schedule a private check-in and ask specific questions
Correct
Not quite
Contact the site immediately
Correct
Not quite
Feedback
Schedule a private check-in is the strongest response here. Short, vague communication paired with withdrawal from check-ins and declining work quality are classic early warning signals. A private conversation with specific questions is the fastest way to clarify what's happening — without escalating prematurely or waiting until the situation worsens.
