Cultivating inclusivity: strategies field school directors use to promote safe and supportive field schools

We report the results of a survey that assessed self-reported actions field school directors take to reduce and prevent sexual harassment at field schools. Using the Contextual Model of Learning framework, we interpret these actions within the realms of the personal, sociocultural, and physical contexts that are unique to the field school learning environment. These data show that field school directors are taking proactive steps to support student learning; however, we identified areas where field directors can make greater progress to build safe environments for students, such as including a greater representation of match mentors among field school staff, ensuring the physical context of the field school allows students to connect to their networks outside the field school, and providing evidence-based sexual harassment and assault training.