Many educators seem to associate active learning with lively chatter and conclude that quiet students are disengaged (Huynh & Adams, 2022), which is also evident in the toolkits for active learning. UCL (2019) defines active learning as ‘any activity that encourages students to take an active, engaged part in the learning process within the classroom’.

Active learning requires students to consciously assimilate and internalise their experiences. A quiet environment supports deeper learning and creative solutions by allowing the mind to actively listen, observe, reflect, assess and process information. There are recent studies which discuss the benefits of silence as a pedagogical tool for active learning (Bufalino, 2025; Zimmermann & Morgan, 2016). Fidyk (2013) explores the concept of silence as a vital element in pedagogy, framing it not as absence or passivity but as a powerful mode of presence and attentiveness. Pedagogy should embrace stillness and inner listening as integral to meaningful learning and human development.

A rested mind is more capable of meaningful action than one constantly overwhelmed by sensory input. This is especially critical for neurodivergent and disabled individuals, which is important for inclusivity.

Some tips to embed silence in teaching practice:

• Normalise silence by regularly stating it as a skill that enhances focus, clarity, understanding, creativity and discovery attitudes.
• Allow quiet time or give breaks after teaching something or after discussions which require reflection for clarity and absorption.
• Use visual cues, which students realise as ‘quiet time’, such as a slide with an emblem.

• An activity could be to show a short video, painting, or quotation, and allow a few minutes of silence for students to think about this. Then ask some pertinent questions.
• In structured activities such as ‘think-pair-share’ or ‘do individually – do in group’, ensure the individual ‘thinking’ or ‘doing’ time are given importance and used effectively.
• If possible, give freedom to students as to how to use the silent time – walk, stare out of the window, draw, just think, write, and so on.
• Establish ground rules at the beginning not to disturb others while the teacher is speaking or during quiet time. Do not ignore if students don’t follow this requirement but remind them to wait for the break.
• Have a ‘break from listening’ to the teacher every 15 minutes or so with questions or activities, to allow interaction as well as times of silence.

Silence is a sustainable practice as it requires no additional resources, technology, or physical materials, making it an accessible, affordable and high value pedagogical tool.

References

Bufalino, G. (2025). Beyond words: the transformative impact of silence. Development and Learning in Organizations: An International Journal, 39(3), 1-3. https://doi.org/10.1108/DLO-07-2024-0184

Fidyk, A. (2013). Attuned to silence: A pedagogy of presence. In Silence, feminism, power: Reflections at the edges of sound (pp. 114-128). Palgrave Macmillan.

Huynh, H. H., & Adams, M. (2022). Vietnamese teacher educators’ perceptions of silence during online English as a Foreign Language classes. Journal of Silence Studies in Education, 1(2), 57-69. https://doi.org/10.31763/jsse.v1i2.10

UCL (2019). Active learning. Teaching Toolkit. UCL Arena Centre for research-based Education. https://www.ucl.ac.uk/teaching-learning/publications/2019/aug/active-learning

Zimmermann, A. C., & Morgan, W. J. (2016). A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning. Studies in Philosophy and Education, 35, 399–413. https://doi.org/10.1007/s11217-015-9485-0

About the authors

Dr. Lovleen Kushwah, Senior Lecturer in Economics and Integrative Psychotherapist, and Dr. Geethanjali Selvaretnam, Professor of Economics, are committed to advancing SoTL. Their shared interests include embedding wellbeing in the curriculum, ESD, collaborative learning, and fostering inner feedback generation.

Corresponding author: Lovleen Kushwah, Lovleen.Kushwah@glasgow.ac.uk