Establishing Healthy and Safe Learning Environments for Music Students

Now more than ever, our collective society has a heightened responsibility to establish, foster, and spread awareness for health and safety measures. Recent years have shed more light on scandals and stories of unethical behaviors in businesses, athletics, medicine, government, entertainment, the military, and the performing arts. As educators, we understand the importance of creating healthy teaching and learning environments for all students. For many teachers, there is a parental instinct at play to keep our students safe.

I was asked to present a session called “#MeToo: Challenges for Music Teachers” at the MTNA Conference last March, and I am pleased that MTNA is leading the way to initiate discussions on this difficult subject in the music education community. The ‘me too’ movement has painfully led people to consider the ethical violations that have occurred (and can occur) in all professions—including music education. It is important to note that most music teachers do not take advantage of their students, much less cross ethical boundaries. However, we cannot deny that this subject demands attention.

My clinical experience has convinced me that when you talk about a difficult topic, you solve problems better and empower people who feel scared, victimized, and alone. We can learn a great deal from any situation—including bad ones. The ‘me too’ movement has taught us to communicate better, help students feel protected and empowered, and to not keep quiet or protect those who abuse their power.

Toward this end, here are some ideas for teachers and academic institutions to consider in order to achieve the optimal goal of healthy and safe learning environments for all:

1. Form relationships with several experts in the community and invite them to speak with students and parents as special class sessions. Be transparent, and invite attendees to submit handwritten/anonymous questions and topics to discuss as a group.
2. Provide students with easy access to mental health and legal resources and services.
3. Encourage and support students to say “No,” and report any situation that feels uncomfortable. This includes compassionate and shame-free reporting for students, faculty, and bystanders. All complaints should be taken very seriously—investigated internally and externally.
4. Develop and share a strong, clear ethics code, and enforce strict accountability policies. There is zero tolerance for violations and unethical behavior.
5. Conduct thorough background checks for new hires that look beyond the CV—explore independent references, not only those submitted by the applicant.
6. Establish Colleague Assistance Committees for both faculty and students so everyone in the learning community feels supported.
7. Discuss and modify society’s understanding of “celebrity,” “fame,” and the idolization of the “star student” or “star teacher.” Status attached to an illustrious institution, professional ensemble, studio, or department may create an idealization that may leave some students vulnerable to opportunities of inappropriate activity.

The optimal goal of healthy learning environments is prevention versus conviction. When boundaries are crossed, the results can be traumatic and life altering, severely impacting victims, faculty, alumni, families, and institutions. We must work to create supportive measures for everyone before any violations occur. Student trauma affects the entire learning community, and must be considered and addressed in order to begin healing and moving forward.

Additional Resources:

• Me Too Movement official website .
• National Sexual Assault Hotline 24/7 (800-656-HOPE) / rainn.org .