C. What the Teacher Should Do

Give advance notice of how participation will work in a session, so students can prepare mentally rather than being surprised. 

Offer a low-stakes way to contribute (written, anonymous, or small-group) alongside open discussion, as a standard option rather than a special request. 

Make expectations and marking criteria explicit and available in writing, since ambiguity itself generates anticipatory anxiety. 

Avoid cold-calling students to speak; invite contributions rather than demanding them. 

Keep instructions and expectations clear and predictable, minimising unnecessary uncertainty. 

Notice — without singling a student out publicly — if someone appears to be struggling, and plan to follow up privately rather than addressing it in the moment in front of others. 

Follow up privately and without pressure if a student seemed distressed or disengaged, rather than letting the moment pass unacknowledged. 

Signpost available support clearly, without requiring the student to disclose anything in order to receive the signpost. 

Confirm flexible deadlines or alternative assessment formats have actually been arranged, not just agreed in principle.