Safety and belonging in the field: a checklist for educators

Sarah Greene, Gwen Antell, Jake Atterby, Rehemat Bhatia, Emma Dunne, Sam Giles, Sebastian Groh, Emma Hanson, Jason Hilton, Hazel Knight, Peter Kraftl, Esme Morgan, Isobel Rhodes, Francisca Rockey, Shivani Singh, Carl Stevenson, Simiao Sun, Bridget Warren, James Wheeley, Kweku Yamoah

Research output: Working paper/PreprintPreprint


Ensuring taught fieldwork is a positive, generative, collective, and valuable experience for all participants requires considerations beyond course content. To guarantee safety and belonging, participants’ identities (backgrounds and protected characteristics) must be considered as a part of fieldwork planning and implementation. Furthermore, getting fieldwork right is an important step in disrupting the ongoing cycle of exclusion of participants from marginalised demographics. This document aims to provide those involved in field teaching in Geography, Earth, and Environmental Sciences (GEES) disciplines with a brief overview about how identity affects experiences of taught fieldwork, as well as some general tips and a practical checklist for creating a safe learning environment for all staff, demonstrators, and students in the field.
Original languageEnglish
Publication statusPublished - 19 Aug 2021


Dive into the research topics of 'Safety and belonging in the field: a checklist for educators'. Together they form a unique fingerprint.

Cite this