Psychological Safety in Action
Ashley Armato, Associate Director of College Counseling, The Lovett School
February 18th, 2026

I’m writing this in the afterglow of the Bad Bunny halftime performance, still sitting with the pride it stirred in me as a Latina. I’m not Puerto Rican, but watching Benito center Puerto Rican culture—its language, rhythms, history, and political realities—on one of the world’s largest stages felt powerful and deeply familiar. The performance radiated joy and unapologetic authenticity. It wasn’t softened or translated for mass appeal; it was rooted, specific, and proud. I found myself thinking about the thousands of people who saw themselves reflected in that moment and felt a deeper sense of recognition. For many, it wasn’t just entertainment. It was dignity. It was the feeling of being seen without having to explain yourself first.

That feeling has stayed with me, especially as I think about the spaces we create for students every day.

In addition to serving as Associate Director of College Counseling at The Lovett School, I’m also one of our Upper School Belonging Coordinators. In that role, I work closely with Dr. Danielle Stewart of iChange Collaborative, an organization that partners with Lovett in our belonging work—particularly through faculty professional development and student leadership initiatives. The first time I heard her present on psychological safety during a faculty professional development session, it felt like a lightbulb went off. I immediately started mentally cataloging the environments where I had felt safe—or unsafe—throughout my career and education. Just as quickly, I realized why so many things simply work in my current office. 

Psychological safety is often defined as “the absence of interpersonal fear,” or the ability to speak candidly without fear of judgment, discrimination, or reprisal (Edmondson, 2018). But as Dr. Stewart explained, it is about more than being “nice.” It is rooted in core human needs: belonging, fairness, voice, and trust (Stewart, 2025).

One of the frameworks she introduced comes from Dr. Timothy Clark, who describes four stages of psychological safety. 

• At the most foundational level is Inclusion Safety, where people “connect and belong; can be themselves and be accepted.” 

• Next is Learner Safety, the freedom to “ask questions, exchange ideas, and make mistakes.” 

• This is followed by Contributor Safety, where individuals can “make a difference” and offer their contributions. 

• Finally, there is Challenger Safety, the ability to “change and improve; transform the status quo” (Clark, 2020).

In theory, these stages describe how healthy teams function. In practice, they also describe what students need from us.

One of my biggest takeaways from learning this framework was the realization that psychological safety starts with the adults. When teams feel safe enough to ask questions, admit mistakes, and support one another, that culture becomes visible to students. They don’t just hear what we say; they feel how we work together. What I was experiencing suddenly had language and structure. It wasn’t accidental. It was the result of a team culture built on trust, care, and shared humanity.

I’m deeply grateful to work in an office where that culture is real. Our inspiring director, Anita Hua, sets the tone. Her laugh is infectious, and she has a rare ability to see both students and parents with empathy and clarity, often diffusing even the highest tensions with a mix of humor, warmth, and genuine care. While strong leadership is paramount in cultivating psychological safety, culture also lives in the daily interactions among the people who make up a team. 

Steven Albano brings a deep sense of attentiveness to the team, especially when it comes to people. He never hesitates to step in and offer support—whether that’s a cup of coffee, a warm cookie from the café, or simply a thoughtful check-in at the right moment. Chris Rodriguez has a gift for providing the reset we didn’t realize we needed, often dropping the perfectly timed GIF—hard g, always—or saying the thing we’re all thinking so we can laugh, regroup, and move forward. Courtney Vaughn is a steady, grounding presence whose lyrical smile and thoughtful responses help center our conversations, especially when the work feels heavy. Mason Brown has an extraordinary sense of anticipation—she often knows what the team needs before the rest of us even realize it ourselves. Her organization and intentional planning encourage us to do our work both collaboratively and efficiently. And since joining our team in January as our office manager, Desiree Oliver has added a sense of peace and purpose to the office; her calm demeanor and steady focus have already become an anchoring presence for the team.

There is no ego in this office. We share ideas freely, support one another generously, and approach the work with a genuine team-first mentality. It’s a blessing to be part of a group that operates with that kind of trust, humility, and collective purpose.

One small but meaningful ritual reflects that culture. In our weekly staff meetings, we share our “Fist to Five”—how we’re feeling on a scale from zero to five—and a song that captures our current mood. It’s equal parts emotional temperature check and epic group playlist, but it also reinforces something essential: psychological safety is built when people feel seen, heard, and valued before the work even begins. These moments of honesty and connection create the conditions for inclusion, learning, contribution, and, ultimately, the courage to challenge and grow together.

And the students feel it.

When I asked a few students how they experience our office, their words mapped almost perfectly onto the four stages of psychological safety. One student shared, “I just feel like I can go there and talk about anything.” Another described the suite as “one of the few places on campus where everyone feels welcome and appreciated.” A third said every counselor feels like “my counselor,” someone ready to help, talk, or simply listen. Others called it a “second home,” a place to “breathe, reset,” or even quickly rest their eyes between classes.

Those reflections signal inclusion—feeling welcomed and accepted. They reflect learner safety—asking questions without fear. They show contributor safety—building relationships and sharing ideas. And in the honest conversations students have about life, identity, and their futures, they begin to step into challenger safety, imagining paths they may not have considered before.

Psychological safety is not a poster on the wall or a statement in a handbook. It is a culture that students feel. And more often than not, it begins with how we treat one another as adults.

Consider that when counselors feel safe enough to grow, ask questions, and be imperfect, we model the environment our students need. We create spaces where they can bring their full selves, take risks, and move forward with confidence. 

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

Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons.