District News

In a recent training session, a participant shared something that stayed with me. While I’m paraphrasing, the essence of what they shared was this: “I’m always being told what to do—but never why. It’s just, ‘That’s the way we do things,’ even when it impacts other people.”
 
It wasn’t said with anger—just quiet frustration. The kind that builds over time when we’re given instructions without context, decisions without dialogue, and changes without conversation. It echoed something I had just read that morning on Six Seconds, the website of the Emotional Intelligence Network. In it, Stephen M. R. Covey offered this powerful reminder:

“You listen first.  You demonstrate respect for what you hear.  You clarify expectations, and you focus on and agree upon a mutual process for accountability to those expectations.  That includes giving the why behind the what. In other words: declare your intent.”

He continues:

“When you don’t declare intent, people make assumptions. And they’re often based on their fears or worst-case scenarios.”

This is the gap so many of us fall into as leaders, educators, and team members. We act, often with good intentions, but without fully communicating those intentions. And when we skip that part—when we don’t give people “the why behind the what”—we invite misunderstanding. We risk weakening trust.
 

This is where psychological safety comes in.
 
From Communication to Culture
In my last blog, Beyond Words: “How Effective Communication Lays the Foundation for a Strong Culture,” I explored how true communication is more than just an exchange of information—it’s a foundational act of connection. It’s about being seen, heard, and understood. It opens the door to healthier relationships in our communities, schools, and systems. But once that door is open, what comes next?

The answer is psychological safety.

Psychological safety is what happens when connection is sustained over time.
 
Defining Psychological Safety

Dr. Amy Edmondson defines psychological safety as “a belief that one will not be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes.” It doesn’t mean always feeling comfortable; it means feeling secure enough to take interpersonal risks.

Psychological safety creates the conditions for open dialogue, learning, and growth. It’s the belief that you can speak up, ask questions, admit mistakes, and share ideas without fear of embarrassment, punishment, or dismissals— the kind that look like being side-eyed, silenced, or straight-up sent packing. This invisible net allows us to challenge outdated systems, raise concerns, and collaborate meaningfully across roles.

Without Psychological Safety, people shut down.
With it, people show up.

When we don't feel psychologically safe, we shrink ourselves to avoid judgment. We play it safe. We stay quiet in meetings. We stop offering new ideas.

But when psychological safety is present, something powerful happens. People step into their roles fully, they communicate more honestly, and they collaborate more deeply. They don’t just participate—they engage. They contribute. They lead.

And in organizations like ours that serve students—where relationships are the bookends of the work—psychological safety isn’t optional. It’s essential.

Reflect for a moment. We’ve all been there: speaking up feels easy in one environment—natural, even. The next, it’s like walking a tightrope over hot coals. That contrast — that’s the difference psychological safety makes.

That contrast—between contribution and silence, boldness and hesitation—isn’t just about comfort. It’s about trust, safety, and the kind of culture we choose to create.

Scholar Impact: What We Model, They Mirror

Psychological safety doesn’t just benefit adults—it creates a ripple effect for scholars.

When the adults in a system feel safe to speak up, scholars benefit. A psychologically safe staff models what it means to advocate, to listen deeply, and to challenge systems with both courage and care. And when scholars witness that modeling, they begin to experience school as a place where their voices matter, too.

Put another way: they internalize it. They learn that asking questions isn’t a sign of weakness—it’s a sign of engagement. They learn that their voice holds value.

This directly supports our GRPS priority outcomes—especially those centered on scholar voice, inclusive culture, and staff engagement. Psychological safety isn’t just good for workplace culture, it’s good for student achievement, innovation, and belonging.

This is how we build a culture where everyone—staff and scholars—can thrive. 

As an Ombuds, creating spaces where people feel safe to speak up, ask questions, and challenge with respect is at the core of what I do. Psychological safety isn’t just a concept I talk about—it’s a condition I work to help build every day. Because when we name what’s unspoken and lead with clarity and care, we don’t just resolve conflict—we strengthen the culture from the inside out.

Explore resources and connect at: www.grps.org/ombuds

Maleika Joubert Brown, Ed.S. 
Ombudsperson, Grand Rapids Public Schools

References

Clark, T. R. (2020). The 4 stages of psychological safety: Defining the path to inclusion and innovation. Berrett-Koehler Publishers.

Covey, S. M. R. (2017, October 31). Three key strategies to build trust at work. Six Seconds. https://www.6seconds.org/2017/10/31/stephen-mr-covey-three-key-strategies/

Duhigg, C. (2024). Supercommunicators: How to unlock the secret language of connection. Random House.

Edmondson, A. C. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.

LeaderFactor. (n.d.). The four stages of psychological safety: Behavioral guide. https://www.leaderfactor.com/psychological-safety/behavioral-guide

Svalgaard, L. (2023). The elephant in the room: Engaging with the unsaid in groups and organizations. Productivity Press.