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What do we mean when we speak about creating safe(r) and brave(r) spaces - for everyone? with Chelsea Haughton - Episode 5 UNLEARN

In this episode of UNLEARN, I (Milla - she/her) dive into a conversation with Chelsea Haughton (she/her), a fellow master's student on Change and Organisational Resilience and advocate for queer communities in Wellington. Together, we explore the complexities of creating spaces that are not only safer but also braver for LGBTQIA+ individuals and beyond. We discuss what it means to embrace intersectionality and the challenges of supporting individuals navigating diverse identities at any age.

One of the key issues we discuss is the harmful over sexualisation of trans and nonbinary kids and adults—a deeply ingrained bias that associates gender diversity with sexual behaviour, often leading to inappropriate assumptions and stereotypes. This over sexualisation can make trans and nonbinary students feel objectified, unsafe, or excluded in school environments. By unpacking these biases, we explore how educators can challenge harmful narratives and focus on supporting students in expressing their identities authentically.

Chelsea shares insights from their research on the necessary conditions for fostering inclusive rainbow communities, highlighting the importance of co-designing solutions with those directly impacted. We talk about the role of educators in shaping inclusive environments, the psychological and emotional weight of "safe spaces," and the evolving understanding of allyship and how important safety is for our learning. 

This episode offers some practical strategies that educators can implement right away, including:

  • Identifying and challenging biases that may unintentionally create barriers for students.
  • Using inclusive symbols and language in the classroom while ensuring they are backed by genuine action.
  • Understanding how "brave spaces" can help address difficult conversations, encouraging growth and empathy among both teachers and students.
  • Normalising diverse family structures and gender expressions in classroom discussions and activities, such as avoiding heteronormative and perhaps cis-normative assumptions on occasions like Mother’s or Father’s Day.

Chelsea reminds us that creating safer and braver spaces isn’t just about symbols or words—it’s about actions and commitment. Educators hold a powerful position to influence young minds and shape inclusive environments where everyone feels they belong. We hope this episode will leave you inspired to reflect, unlearn, and take concrete steps toward fostering equity and belonging in your teaching practice.

We also reflect on the concepts of "calling out" others and "calling in" ourselves. As Chelsea points out, none of us are perfect, but the willingness to listen, learn, and grow makes all the difference. In fact, after finishing the recording, we realised we hadn’t shared our own pronouns in the episode. Here they are now (mentioned above) because modelling inclusive behaviour and unlearning matters!

Resources mentioned in this episode:


Reflective questions for educators relating to UNLEARN Episode 5:

Safe vs. Safer and Brave Spaces - What does a safe space mean to you, and how does it differ from a space that is safer or braver for you? How do these concepts apply to the environments you help create—not just in classrooms but across your school or organisation?

Intersectionality in Inclusivity - How can you ensure that the safe and/or safer spaces you create in your classroom are truly inclusive and intersectional? What specific steps might strengthen your inclusivity?

Addressing Oversexualisation - Have you ever unconsciously linked gender diversity to sexuality, such as in discussions about toilet access? How might this affect trans and nonbinary students’ safety and belonging, and how can you challenge these biases in your teaching?

Learning for Mistakes - Are you comfortable being called in when you make a mistake? How do you model this openness and growth mindset for your students?

Facilitating Difficult Conversations - What are some ways you can make your classroom or school a brave space for necessary but difficult conversations about privilege, gender, and inclusion? What supports or skills do you need to build to make this possible?

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