The ‘comfy slippers’ of university as places of safety

Blog post Part of special issue: Far away from the ivory tower

The ‘comfy slippers’ of university as places of safety

Jakob Frímann Þorsteinsson, Adjunct Lecturer at University of Iceland Mark Leather, Associate Professor at Plymouth Marjon University 14 Nov 2025

For students who are the first in their family to attend university, the transition involves navigating uncharted territory. Students often transform university spaces, initially impersonal and daunting, into ‘places’ of comfort and belonging. Unlike ‘spaces,’ which are neutral, ‘places’ are infused with meaning and attachment, providing both safety and identity (Tuan, 1977). Although university might seem an unwelcoming place for some from working-class or otherwise disadvantaged backgrounds (see��Woolsey & Major-Smith, 2025), for others, it can provide a vital refuge from challenging home environments. In this blog post, we draw on the testimonies of four first-in-family students^[1]��– participants from the��Far away from the ivory tower��research project to illustrate how universities might provide more than academic opportunities.

Terry described university as a ‘place of safety’, after growing up in an alcoholic and abusive household, it provided a sanctuary where they explored their identity. ‘Education saved my life,’ they recounted, describing how their campus evolved from a mere physical location to a cherished refuge. This transition, from space to place, is crucial, especially for students from challenging backgrounds. When people engage with a location emotionally and socially, they create personal attachments that transform them from neutral��spaces��to meaningful��places��(Tuan, 1977). For students like Terry, this was transformative, helping to reshape their identity and find stability within a supportive environment (Scannell & Gifford, 2010).

When students develop networks of support that build a sense of belonging, universities become more than academic institutions. The experience of Játmundur, a first-generation Icelandic student, was shaped by involvement in student advocacy and community-building. He found support from classmates and tutors, who helped him to balance the complex demands of university and life. Through these connections, university became a place of safety, where Játmundur pursued his goals, building lasting relationships. ‘Place-attachment’ conceptualises Játmundur’s experience (Lewicka, 2011). Játmundur’s place-attachment developed through formal and informal connections at the university, where he found stability amid the pressures of study and advocacy. This attachment was essential for him, providing the foundation for his learning.

For many, university life is a time of intense emotional and personal development. Similarly to Terry, Martha, a mature student with parental responsibilities, detailed how studying allowed her to set aside personal stresses and immerse herself in learning, creating a mental refuge. For her, university was like ‘slipping on my comfy slippers’, a reassuring place where she felt emotionally supported. Here, place-attachment can reduce anxiety, enhance mental health, and provide stability. For students like Martha who are experiencing instability elsewhere in life, this connection to university as a supportive place can be transformative, fostering wellbeing and resilience that help them to navigate both academic and personal challenges (Scannell & Gifford, 2010).

‘For Martha, university became not only a safe place for intellectual growth but also an essential buffer against life’s stresses.’

University spaces do not automatically provide safety. ‘Placelessness’ – where environments lack distinct character or personal resonance – can leave students feeling disconnected and like outsiders (Relph, 1976/2008). However, universities can counteract this by fostering a sense of place that meets students’ emotional and social needs. In creating spaces where students form attachments, universities help students to feel grounded, supported and included, arguably crucial to their success. Eva’s story captures this process. Coming from rural Italy with minimal financial resources, she initially felt out of place among wealthier peers. However, through friendships, academic success and community involvement, she gradually found her place at university. This transformation allowed her to feel liberated and connected, contrasting starkly with her initial feelings of isolation and ‘placelessness’ on campus.

Universities offer more than academic progression; they can become transformative places of personal sanctuary. Initially daunting spaces are gradually reshaped into safe places through emotional, social and cognitive connections. Understanding this transformation, Cresswell (2015) emphasises that creating a ‘sense of place’ in educational settings enhances belonging, stability and growth. Recognising the diverse needs of students, universities can foster these ‘places of safety’ by promoting inclusivity, mentorship and community-building. For students like Terry, Játmundur, Eva and Martha, university became more than a step towards social mobility; it was a place to discover their potential, find refuge from past hardships, and build foundations for the future. These personal and emotional connections illustrate the importance of universities as transformative places of safety and self-discovery. They can become so by identifying and prioritising differing needs in a way that ensures academic equity and appropriate support for social and emotional wellbeing. By doing this, they could help more students put on their ‘comfy slippers’.

^[1]��Pseudonyms used to heighten participant anonymity.

References

Cresswell, T. (2015). Place: An introduction (2nd ed.). Wiley-Blackwell.

Lewicka, M. (2011). Place attachment: How far have we come in the last 40 years? Journal of Environmental Psychology, 31(3), 207–230.

Relph, E. (2008). Place and placelessness. Pion. (Original work published 1976)

Scannell, L., & Gifford, R. (2010). Defining place attachment: A tripartite organizing framework. Journal of Environmental Psychology, 30(1), 1–10.

Ruth Woolsey, R. & Major-Smith, K. (2025, November 14). ‘I don’t quite belong’: Working-class students’ experiences of being first-in-family to attend university. ��ɫ�� Blog. /blog/i-dont-quite-belong-working-class-students-experiences-of-being-first-in-family-to-attend-university

Tuan, Y. F. (1977). Space and place: The perspective of experience. University of Minnesota Press.

Jakob Frímann Þorsteinsson, Mr

Adjunct Lecturer at University of Iceland

Dr Jakob Frímann Þorsteinsson is a teacher by education, with an MA in Learning and Teaching Studies with emphasis on Outdoor Education. He has wide experience in social and leisure work, taught in primary school, and since 2004 has been affiliated with the University of Iceland (Faculty of Health Promotion, Sport and Leisure Studies). He works as an adjunct at the School of Education and teaches field courses on Outdoor and Adventure Education, Experiential Learning, Life Skills, Outdoor Journeys, Friluftsliv and Leisure studies. His PhD research explored ‘The Nature, Value and Role of Outdoor Education in Iceland’. Jakob also works on various experiential programmes as a freelance trainer, which involves taking groups of teachers and leisure workers on study visits abroad. He is or has been an active member in various voluntary organisations such as the Scouts, Icelandic Association for Search and Rescue, the Icelandic Youth Association, Drangey, a local sailing club and is...

Mark Leather, Dr

Associate Professor at Plymouth Marjon University

Mark Leather is professor (emeritus) of education at Plymouth Marjon University. He is an academic and practitioner dedicated to advancing knowledge and practice in outdoor pedagogic theory and experiential learning. Mark’s research has exerted a significant influence on outdoor education, particularly in relation to forest schools, playfulness in higher education, and international perspectives on place-based outdoor education. His body of work has enriched both theory and practice, shaping pedagogical approaches that foreground creativity, agency and a profound engagement with place. He previously served as co-convenor of the British Educational Research Association’s Nature, Outdoor Learning and Play (NOLAP) special interest group, where he played a leading role in fostering collaboration across research, practice and policy. Mark is the first generation in his family to attend university, and he continues to mentor and support other academics.