Communication recovery in the classroom: a mixed-methods evaluation of a pilot program

Introduction Classrooms are environments for learning and growth, yet they also present opportunities for microaggressions to occur that may perpetuate feelings of exclusion in various educational contexts. Communication recovery frameworks offer guidance on how to engage in discussions that include diverse viewpoints, emphasizing the importance of empathy, humility, and active listening. Objective In this study, we implemented and evaluated a pilot program for the establishment of working agreements and communication recovery techniques in four public health classrooms. We hypothesized that creation and use of in-classroom working agreements and communication recovery techniques would assist instructors and students in recognizing microaggressions, repairing harm when microaggressions occurred, and creating more inclusive classrooms. Methods These efforts were evaluated via anonymous student surveys and an instructor focus group at the end of the semester. Results The program received mixed results: proactive working agreements were successful in increasing parity and transparency in faculty-student in-classroom dynamics, yet the communication recovery framework was challenging to implement and mostly viewed as reactive. Conclusion This study has practical relevance for health professions education as we provide concrete recommendations for school administrators and faculty based on feedback and reflection. Effective communication recovery in the classroom requires systemic support, widespread training, ongoing reinforcement, and buy-in at the school level from students, faculty, and administration.