Inclusive Learning Climate

What is an “inclusive learning climate” and why is it important?

An inclusive learning climate is an essential component of the VU Mixed Classroom Educational Model. It consists of both pedagogy, curriculum, and assessment, which are designed to engage students in learning that is meaningful, relevant, and accessible to all. It embraces a view of individuals and individual differences as a source of diversity that can enrich the lives and learning of others (Hockings, 2010). While a ‘safe learning environment’ focuses on students’ wellbeing, an ‘inclusive learning environment’ focuses more on their experience of learning in diversity in the classroom.

The learning climate is an important factor in student learning. Climates that are experienced as inclusive have a positive impact on student belonging and therefore on student motivation, academic engagement and success, whereas learning climates that are experienced as less inclusive can negatively influence students learning outcomes (Freeman et al, 2007; Steel & Aronson, 1995; Marchesani & Adams, 1992; Zumbrunn et al., 2014). When negative stereotypes in relation to talent or performance stereotypes are activated—for example the notion that women are unlikely to perform well in mathematics—they turn out to negatively affect women’s math performance. In addition, studies show that mentioning the (possible) role of race or class before a test will lower the test results of black students (Steel & Aronson, 1995; Owans & Massey 2011), and students with lower-class backgrounds respectively (Harrison 2006).

However, the effect of learning climate goes beyond the effects of negative stereotypes. Feelings of belonging – when students feel accepted, respected, included and supported by others – also influence study success (Hoffman, Morrow, Richmond & Salomone, 2002; Johnson et al., 2007; Master, Cheryan & Meltzoff, 2016; Meeuwisse et al., 2010; Thomas, 2002 2012). Such belonging is related to the norms, values, experiences, knowledge, communication styles, as these are all aspects of the climate at the university and in the classroom. When students are familiar with the social climate and learning climate at the university, this strengthens both their feelings of belonging and their study success (Meeuwisse et al., 2010; Thomas, 2002). Students who are very familiar with the university climate may not even be aware of the fact that specific experiences, knowledge and communication styles are favoured over others. For students with backgrounds and identities that diverge from the dominant norm – that diverge from the (previous) majority on the basis of gender, sexuality, class background, life phase, ethnic or migration background, skin-color, religion, able-bodiedness, etcetera – this is often more obvious. In the past, interventions mainly focused on these ‘minority students’ and aimed to familiarize them with the dominant university norms and codes. The Mixed Classroom Educational model aims to make the climate more inclusive, by acknowledging, welcoming, inviting, offering, and combining a variety of perspectives, to make students with minority identities feel more accepted, respected, included and supported. All students, including those who diverge from the norm in personality and communication style, and for example are relatively introvert, can benefit from this.

It is important to note that the influence of learning climate is not limited to classrooms where the subject matter is perceived as culturally or socially sensitive, as can be the case in Social sciences, Humanities or Law. An inclusive learning climate is linked to positive learning outcomes in other classes, such as Chemistry (Wenzel, 2002) or Biology (Grunspan et al, 2016). After all, learning processes are not about the impersonal transfer of knowledge, but take place in social settings, with social dynamics and personal interactions amongst students, and between teachers and students.

• How to stimulate an inclusive learning climate