This paper explores the concept of “safe spaces” in digital learning environments, specifically in the context of gender studies educa-tion. Through a pedagogical development project called Safe Spaces Online, we collaborated with colleagues and students to address the complexities of safety in online education. Rather than reproducing the often-sensationalized portrayal of gender studies students and university settings found in mainstream media, our project examines how concerns around safe spaces are understood and realized in our courses and how these concerns influence our pedagogical practices. Drawing on our project experiences, this paper discusses how safety is understood and conceptualized in our gender studies teaching.
Our discussion reflects insights gained through dialogue with both colleagues and students, aiming to enrich and bring nuance to the polarized debates on safe spaces in higher education, particularly those concerning gender studies students. Our analysis reveals that online safe spaces in gender studies are understood in ways that significantly diverge from popular media portrayals. Contrary to narratives dominated by terms such as “trigger warnings” and “cancel culture”, students express a need for safe online spaces characterized by structure, clarity, relational engagement, and teacher presence. This paper seeks to contribute to a more balanced understanding of safe spaces by highlighting the practical and relational aspects valued by students in gender studies learning environments.