Community agreements are collaboratively developed principles, expectations, and commitments that guide how members of a learning community interact with one another (Fernandez, 2024). Unlike instructor-generated classroom rules, community agreements are co-created by faculty and students, fostering shared ownership, accountability, trust, and engagement.
In higher education, community agreements support inclusive learning environments where diverse perspectives can be explored respectfully, compassionate space is enhanced, and meaningful learning can occur (Shea, 2025).
This resource will discuss why co-creating classroom agreements are important, suggested steps to accomplish this task, and implementation regarding how co-created community agreements can be applied to small classrooms, large classrooms, and virtual learning spaces.
Promotes Belonging and Inclusion
Students are more likely to participate when they feel respected, valued, and included. Co-created agreements signal that all voices matter and contribute to shaping the learning environment.
Some Benefits:
- Supports equity and inclusion
- Encourages participation from diverse learners
- Reduces barriers to engagement
- Creates a sense of community
Increases Student Ownership
When students contribute to establishing standards and expectations, they become active partners in creating and maintaining the learning environment.
Some Benefits:
- Greater accountability
- Increased commitment to classroom expectations
- Enhanced motivation and engagement
Supports Productive Dialogue
Community agreements provide a framework for navigating disagreement, discussing challenging topics, and managing conflict constructively (Marquart & Verdooner, 2020).
Some Benefits:
- Encourages respectful discourse
- Supports critical thinking
- Creates conditions for meaningful conversations
EnhancesCompassionate Learning Space
Students are more willing to ask questions, make mistakes, and share ideas when they understand the expectations for respectful interaction.
Some Benefits:
- Supports learning through risk-taking
- Encourages intellectual curiosity
- Reduces fear of judgment
Effective community agreements are:
- Co-created rather than imposed
- Clear and actionable
- Inclusive and equitable
- Relevant to the course context
- Living documents that can be revisited and revised
- Focused on behaviors rather than intentions
Step 1: Set the Context – First Day of Class
Explain to the class:
- What community agreements are
- Why they matter
- How they support learning
- How they differ from institutional policies
- Suggested faculty prompt: “What conditions help you learn, participate, and feel respected in a classroom community?”
Step 2: Individual Reflection
Invite students to consider:
- What helps you engage in learning?
- What makes discussions productive?
- What behaviors create barriers to participation?
- How should we navigate disagreement?
Methods for student reflection could include:
- Written reflection
- Anonymous digital polling
- Think-Pair-Share
Step 3: Small Group Discussion
Students discuss their ideas in pairs or small groups.
Prompt questions may include:
- What themes are emerging?
- What expectations seem most important?
- What would support everyone’s success?
Step 4: Collect and Cluster Ideas (if applicable)
Faculty gathers suggestions and organizes them into themes.
Common themes include:
- Respect
- Active listening
- Curiosity
- Accountability
- Participation
- Confidentiality
- Openness to diverse perspectives
- Assuming positive intent while addressing impact
Step 5: Draft the Agreement
Transform ideas into concise commitments.
Examples: Instead of – “Be nice.” Use – “We will communicate respectfully, even when we disagree.”
Instead of – “Participate.” Use – “We will contribute in ways that support our own learning and the learning of others.”
Step 6: Review and Refine
Ask you students:
- Is anything missing?
- Is any statement unclear?
- Can everyone commit to these expectations?
Seek consensus rather than unanimity.
Step 7: Finalize and Share
Post the agreement:
- In the syllabus
- Learning management system
- Classroom slides
- Shared course documents
- In an email
Ensure ongoing visibility.
Step 8: Revisit Regularly
Community agreements should remain active throughout the term. Faculty can:
- Reference agreements during discussions
- Use them to address challenges
- Revise them as needs emerge
- Conduct periodic check-ins
As members of this learning community, we agree to:
- Listen actively and respectfully.
- Speak from our own experiences.
- Critique ideas rather than individuals.
- Make space for multiple perspectives.
- Be open to learning and unlearning.
- Take responsibility for our impact.
- Support a climate of curiosity and inquiry.
- Maintain confidentiality when appropriate.
- Address concerns constructively.
- Contribute to a learning environment where everyone can thrive.
Challenge 1: Student Resistance
Students may perceive the process as unnecessary or performative.
Resolution:
- Clearly explain the purpose.
- Connect agreements to learning outcomes.
- Share examples of how agreements improve classroom interactions.
Challenge 2: Limited Participation
Some students may not contribute ideas.
Resolution:
- Use anonymous collection methods such as posties on the board or some digital polling system
- Provide multiple ways to participate.
- Allow time for individual reflection before discussion.
Challenge 3: Vague Agreements
Statements such as “Be respectful” may be interpreted differently.
Resolution:
- Define observable behaviors.
- Use specific language.
- Develop examples together.
Challenge 4: Faculty Not Modeling Agreements
Students quickly notice inconsistencies.
Resolution:
- Demonstrate agreed-upon behaviors.
- Acknowledge mistakes.
- Invite feedback.
Challenge 5: Agreements Are Forgotten
Agreements often disappear after the first week.
Resolution:
- Reference them consistently.
- Integrate them into discussions.
- Revisit them during difficult conversations.
Challenge 6: Conflict or Harm Occurs
Agreements do not prevent all conflict.
Resolution:
- Return to the agreement as a shared framework.
- Focus on repairing relationships and restoring trust.
- Facilitate reflection and dialogue.
Characteristics
- Greater familiarity among students
- More opportunities for dialogue
- Easier consensus-building
Strategies
- Develop agreements through whole-class discussion.
- Allow deeper exploration of expectations.
- Revisit agreements frequently.
Additional Opportunities
- Students can co-facilitate discussions.
- Agreements can evolve throughout the semester.
Characteristics
- Diverse perspectives
- Limited time for discussion
- Greater anonymity
Strategies
- Use polling software or digital collaboration tools.
- Gather input from small groups and aggregate
- Identify recurring themes across sections.
Additional Opportunities
- Create a core agreement and invite section-specific additions.
- Use teaching assistants to reinforce agreements.
- Conduct quick pulse checks throughout the term.
Community agreements are equally valuable online.
Additional topics may include:
- Camera use expectations
- Chat etiquette
- Turn-taking in discussions
- Digital accessibility
- Response times
- Respectful online communication
Evidence that community agreements are working may include:
- Increased participation
- Higher-quality discussions
- Reduced classroom conflict
- Greater student engagement
- Stronger sense of belonging
- More respectful disagreement
- Improved classroom climate
Co-created community agreements are a powerful practice for building inclusive, engaged, and accountable learning environments in higher education. By involving students in establishing shared expectations, faculty foster ownership, belonging, and productive learning relationships. Community agreements are most effective when they are collaboratively developed, actively used, and revisited throughout the learning journey.
- Fernandez, J. S., (2024). Developing Classroom Community Agreements to Cultivate a Critically Compassionate Learning Community. Radical Teacher, 128.
- Marquet, M. & Verdooner, E. (2020). Co-Creating Classroom Community Agreements. The Journal of Faculty Development, 34, 3, p. 87
- Marquet, M. & Verdooner, E. (2020). Strategy: Co-Creating Classroom Agreements. The Journal of Faculty Development, 34, 3, p. 87-88
- Shea, M., Mickelson, N., Quilter, J., Romani, S., & Houton, C. (2025). Composing Anti-Oppressive Communities Using Classroom Agreements. Pedagogy, 25, 3, p. 419-450.