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In order to enjoy learning and gain the most from their placement weeks with us it benefits them to feel a part of the team (belonging), and to feel comfortable asking or clarifying issues they are unsure of (yard treatments or questions about cases). I think encouraging belonging is very important, because this is intrinsically linked to motivation of students to care and monitor their patients. As much as the weeks are a learning exercise they are also designed for positive reinforcement, to encourage students to consider equine practice as part of their careers and future learning. If they are not able to fulfill the basic Maslow's hierarchy needs (understanding of concepts, esteem, provided with approval and encouragement, a sense of belonging, even a sense of safety around the horses).
There is definitely a need for students to be proactive about some of these components. For example, a student that does not attend the placement wanting to learn and participate will naturally isolate themselves and not achieve the same sense of belonging. However it is our role as teachers to provide the groundwork for students to have these positive learning experiences - making the learning environment and discussions non-judgemental and forgiving. When students feel that they will be supported no matter their answer then this in turn will build their self esteem, their sense of belonging and their capacity for learning.

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Experiences - Maslow's Hierarchy of Needs

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Experiences - Maslow's Hierarchy of Needs

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As a learner, I wouldn't necessarily participate a great amount in discussions or volunteer to answer questions regularly. This was sometimes because I didn't want to be judged by peers or the teacher if I wasn't sure on the answer. So thinking of this from the teacher perspective, providing a supportive, non-judgemental environment where students are all encouraged to participate would be important to help other students who might feel the same.

Physiological needs in terms of the learning environment are important. Room lighting springs to mind, as it can be harder to focus if the room is dimly lit. Also making sure there are adequate breaks in a teaching session and keeping to time.

At primary and secondary school level, positive reinforcement was key to building self-esteem. From my experience as a learner, there was less emphasis on this in higher education. Whilst constructive criticism is important, highlighting when something is done well I think is important at any stage in education or career etc.

There may be factors outside the place of education affecting a student's learning. Therefore fostering good teacher-student relationships is important so these can be identified and the necessary steps put in place to help address any issues.

(Camilla)

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In order for someone to learn effectively, they must be comfortable, otherwise they focus too much on what is making them uncomfortable, which can distract them and make it harder to take in information, or it can prevent them from participating as they work towards getting comfortable. This comfort comes from the lower needs of the hierarchy. Naturally, no on learns well when they are hungry or thirsty! As a lab environment obviously doesn't allow food and drink, it is the teacher's responsibility to ensure there are sufficient breaks or opportunities for the learner to have some food, have a drink, go to the toilet etc. as these can be easily skipped over.
It is also important that the learner feels safe in both a physical and emotional sense. Some of the teaching of protocols does involve pointing out where the dangerous steps are, so it is also important for the teacher to point out how they can be mitigated and the true extent of the risk in order to reassure the learner that they are unlikely to come to any harm. Additionally, the learner needs to feel secure in the teacher-learner and learner-learner relationship (i.e. belonging) in order to be comfortable with asking questions when they need something clarified or want more information. It is definitely the teacher's responsibility to help foster a good teacher-learner relationship by working to appear approachable and understanding, and this should then relate to the relationship between learners in group settings - if a student is very open and forthcoming with questions an answers in a one-on-one setting, but quiet and unengaged in a group setting, they probably do not feel like they belong and are afraid of judgement from their peers, which can impact their learning. It is the teacher's responsibility to help the student overcome this either by trying to create a more open and accepting environment, or by making a more conscious effort to focus on the student either in one-to-one sessions or by asking them questions directly to ensure they don't get forgotten about or left to flounder by themselves.
Finally, in order for these physical and mental comforts to be useful for learning, it is important for emotional comfort, with approval and recognition being important for a continued willingness to learn, and achieving one step in a process is often critical towards feeling able to achieve the next step. It is definitely the teacher's responsibility to build esteem through praise when the learner succeeds!

-Anna

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As a learner, I have definitely learnt better in situations where I feel more welcomed and safe. Like how Camilla mentions, I would worry about judgement from others, so the less judgmental the atmosphere is the more energy I could focus into learning rather than worry about what others think. I think it is mainly the teachers responsibility to make the environment feel safe and welcoming, however the peers also can influence this so have a responsibility too. This can also affect a students self-esteem. To help build it I think acknowledging when something has gone well/been done well is important and any criticism be given in a constructive way.

In the lab it can be hard to meet physiological needs sometimes, as it is not an area you can eat or drink in. So ensuring there are regular breaks in the work can help meet these needs, or the flexibility for students to briefly leave to get water etc. Teachers teaching in labs have a responsibility to ensure this is possible.

- Emily

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As a teacher it is important to ensure that learners feel safe and comfortable, and to be aware that in small groups some learners may require confidential  reasonable adjustments. I try to achieve this by creating a supportive, positive, safe and non-judgmental environment in the laboratory, where all leaners are encourage to participate. An introduction to the room lay out, sign posting where the nearest toilets are, letting learners know that breaks are fine to take when needed as food / drink / medication are not able to be brought into the laboratory, can help build a feeling of trust at the start of the session.

In terms of physiological needs as a teacher I would think about learners emotions and ensure fairness between learning peers in terms of resources provided and individual attention given when they are practicing their skills. I would think of the physical comfort of the laboratory temperature, the lighting levels, seating / standing needs and ensuring all three computer monitors are on in good working order and that all learners have a good view of demonstrations. I would encourage all questions that are asked by learners, promoting and encourage peer belonging.

I believe that we do need to encourage belonging / affiliation with others. If I was feeling alone and isolated / on the outside of the group, this would impact on my ability to learn, as I would be distracted and uncomfortable. By belonging, I would feel safe and motivated to participate and would enjoy learning.

To build learner esteem I believe it is important to give praise and encouragement to learners as they put their learning into practice. Criticism and help can be delivered in a positive way when reviewing their efforts, with support offered at all times.

(Michelle)

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- it is so important that the learner feels safe, and not judged. (This is something that was really important for me anyway!)
- keeping hydrated and eating at approproate times is vital for concentration and processing despite a learner perhaps being reluctat to take a break
- engaging in chitchat can help that sense of belonging
- compliments and constructive feedback can build esteem
- shared responsibility for both learner and teacher

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For me as a learner two of the most important things are:
*Seeing the professional growth utility of investing time and paying attention to the session (as mentioned in the previous unit).
*Feel like you can ask questions, you'll be listened to and you will get an appropriate answer.

Ultimately, learning would be best in a supportive context. Even for learners with challenging domestic circumstances, if learning takes place in a nurturing matter, learning can be a respite.

–Adriana