Sarah E Greene , Gawain T. Antell , Jake Atterby, Rehemat Bhatia, Emma M Dunne , Sam Giles, Sebastian S. Groh , Emma M. Hanson, Jason Hilton , Hazel Knight, Peter Kraftl , Esme Morgan, Isobel Rhodes, Francisca G.T. Rockey, Shivani Singh, Carl T. Stevenson, Simiao Sun, Bridget A. Warren, James R. Wheeley , Kweku A. Yamoah 

Ensuring taught fieldwork is a positive, generative, collective, and valuable experience for all participants requires considerations beyond course content. To guarantee safety and belonging, participants’ identities (backgrounds and protected characteristics) must be considered as a part of fieldwork planning and implementation. Furthermore, getting fieldwork right is an important step in disrupting the ongoing cycle of exclusion of participants from marginalised demographics. This document aims to provide those involved in field teaching in Geography, Earth, and Environmental Sciences (GEES) disciplines with a brief overview about how identity affects experiences of taught fieldwork, as well as some general tips and a practical checklist for creating a safe learning environment for all staff, demonstrators, and students in the field.