Creating Psychologically Safe Early Childhood Workplaces

Why supportive relationships, trust and everyday leadership practices matter more than ever.

In early childhood education and care (ECEC), educators are navigating increasingly complex demands while continuing to provide responsive, high-quality education and care for children and families. At the same time, ongoing gaps in practice, accountability and safeguarding are contributing to deeply concerning outcomes across the sector. In this context, it has never been more important to create environments where educators feel psychologically safe to speak up, question practices and raise concerns.

We often talk about the importance of educator wellbeing, resilience and professional growth. However, an equally important question is: Are we creating workplace conditions where educators feel safe, supported and able to thrive?

Emerging research reinforces the importance of psychological safety as a workplace resource that supports educators' wellbeing, engagement and professional growth (Rautamies et al., 2026).

What is psychological safety, and why does it matter?

Psychological safety refers to a shared belief that it is safe to take interpersonal risks within a team (Edmondson, 1999). In practice, this means educators feel able to ask questions, acknowledge mistakes, seek support, express different perspectives and respectfully challenge practices without fear of embarrassment, humiliation or negative consequences. Psychological safety creates the conditions for honest communication, constructive feedback, accountability and collective learning.

Research has linked psychological safety with work engagement, job satisfaction and performance, highlighting the importance of interpersonal trust, mutual respect and supportive leadership (Edmondson & Bransby, 2023).

Psychological safety is reinforced not just by what we say, but by what happens after someone speaks up

For early childhood settings, these conditions are particularly important. Educators need to collaborate, reflect critically on their practice, respond to complex situations and advocate for children's needs and rights.

The importance of personal and workplace resources

Across the research, several personal and workplace resources consistently emerge as important for cultivating psychological safety (Edmondson & Bransby, 2023; Rautamies et al., 2026).

Personal resources identified included:

• Trust in colleagues and the work community.

• Recognising that we are continually learning and developing professionally.

• Confidence in one's professional knowledge, skills and capabilities.

• Optimism, intrinsic motivation, enthusiasm and perseverance.

These resources can support educators to navigate challenges, recognise their capabilities and continue growing professionally.

Personal resources do not operate in isolation.

Workplace resources included

• supportive relationships with colleagues.

• opportunities for peer feedback.

• respectful communication

• professional trust.

• collective learning.

• encouraging leadership.

While educators can develop their personal capabilities, organisations have a responsibility to create workplace conditions that support wellbeing and minimise psychosocial risks. We cannot expect individual resilience or self-care strategies to compensate for persistently excessive workloads, poor relationships or unsupportive leadership.

What does psychological safety look like in everyday practice?

Psychological safety is often strengthened or undermined through small, everyday interactions.

It might look like:

• Curiosity rather than judgement: Asking, "What might be contributing to this challenge?" rather than immediately assigning blame.

• Welcoming different perspectives: Finding approaches that actively invite contributions from all educators, not only those who are most confident or experienced.

• Responding constructively to mistakes: Supporting reflection, accountability and learning rather than embarrassment or humiliation.

• Making help-seeking safe: Responding positively when someone acknowledges they are struggling or needs additional support.

• Giving and receiving respectful feedback: Recognising strengths and contributions alongside opportunities for growth.

• Following through on concerns: Demonstrating through meaningful action that educators' voices are valued.

 Creating psychologically safe workplaces requires both organisational commitment and conscious, collective action.

A provocation for your team

At your next team meeting, consider exploring one or more of these questions with curiosity and openness:

1. When do we feel most comfortable speaking up, asking questions or seeking support within our team?

2. What might unintentionally discourage someone from contributing their ideas, concerns or different perspectives?

3. What is one small change we could make to strengthen trust, respectful communication and psychological safety?

Small conscious actions can make a big difference when they are reinforced by workplace systems, supportive leadership practices and a shared commitment to a positive organisational culture.

References

·Edmondson, A. C., & Bransby, D. P. (2023). Psychological safety comes of age: Observed themes in an established literature. Annual Review of Organizational Psychology and Organizational Behaviour, 10(1), 55-78.

·Rautamies, E., Koivusalo, E., & Raittila, R. (2026). Work engagement of novice ECEC teachers: Psychological safety in terms of personal and workplace resources. Journal of Early Childhood Education Research.