Contribution vs. comfort - are your workshops striking the right balance for participants?

Workshops with participants who are camera-off and on mute can feel ineffective - but this may not be the case. When engagement is low, it’s natural to question whether a session has succeeded.

However: silence doesn’t always equal disengagement.

Many factors, such as language barriers, digital literacy, connectivity, cultural norms or gender norms, can shape how participants choose to interact—or not interact—during workshops.

At Here I Am, we’ve learned that balancing participation with comfort is key. Encouraging contributions without pressuring participants ensures workshops remain inclusive, especially when working with individuals who may already feel out of their depth navigating unfamiliar digital environments.

Here's how we approach this challenge and why rethinking engagement metrics can lead to richer, more empathetic sessions.

Barriers to participation

We invited three of our recent workshop participants to share their experiences.

• Gamila Abdulkadir Abdullah Salem from DAFI Student Union, Yemen,
• Lucy Juwa Duku from Refugee women in Nairobi (RWN), Kenya
• Dr Zakira Hekmat from Afghan Refugees Solidarity Association (ARSA), Türkiye.

They participated in the Digital Gender Inclusion and Innovation Bootcamp that we ran in partnership with UNHCR, the UN Refugee Agency, for organisations led by forcibly displaced and stateless women last year. They also have their own experience in conducting workshops with displaced women and girls facing multiple and intersecting protection risks and discrimination.

It’s important but not essential for all participants to contribute. When everyone shares their perspective, it enriches the discussion with diverse insights. However, participation should be comfortable and voluntary, not forced.

Gamila Abdulkadir Abdullah Salem, DAFI Student Union

Together we have identified 4 common barriers to participation to be aware of;

1. Connectivity and devices

If participants' internet connection is poor they may well have missed the question, or the content leading up to it. In the aforementioned UNHCR bootcamp for organisations led by forcibly displaced and stateless women, connectivity was the biggest issue that participants cited in terms of their ability to engage.

Enablers: What can the facilitator do to help?

• Repeat the question and ask if anyone needs anything clarifying
• Keep an eye on the attendee list and note any participants that are repeatedly exiting and entering the meeting. Message them directly in the chat for support.
• Write the question into the meeting chat in all relevant languages, to allow disconnected participants to get up to speed.
• Ensure sessions are recorded and follow up channels of contribution are provided for those who lose connection and want to revisit content.
• If necessary, ask the group to turn off their cameras (or in some software participants can turn off incoming videos) to reduce the bandwidth required.
• Emphasise the importance of a good connection and preferred type of device ahead of the session, some participants may be able to find an alternative set up.

2. Digital Literacy

Participants may want to contribute but not be sure how to unmute, or how to write into the chat function. Even with guidance, they may lack confidence to try an action for the first time in the presence of a large group.

Enablers: What can the facilitator do to help?

• Screen share how to complete key actions at the start of the session, then post screen grabs and instructions (in all participating languages) into the chat. Dr Zakira says ‘A brief tutorial can alleviate anxiety for those less familiar with digital tools.’
• Where required, provide a pre workshop training session to familiarise participants with the online tools being used.
• Leave ample time for participants to speak up. Get comfortable with silence. They may be searching for the unmute button. Gamila says ‘Fast-paced discussions where it’s hard to interject’ are a significant barrier and Lucy says that ‘having time to reflect before being called upon’ helps her feel ready to speak up.
• Provide technical support throughout the session and ensure that participants know who and how to ask should they have difficulty.

3. Environment

In virtual sessions, the comfort and familiarity of the physical environment that participants join from can often vary. They may be joining from their homes, juggling childcare or household commitments which prevent them from being able to give their full attention.

In the case of the aforementioned bootcamp with UNHCR, participants joined from refugee camps and connection centres provided by UNHCR. This context can understandably affect a participant’s comfort in speaking to the group. Lucy says that ‘Fatigue or distractions, especially in virtual environments.’ can prevent her from contributing.

Enablers: What can the facilitator do to help?

• Much like with connectivity issues, supporting the participant by repeating, recording and writing the request for input in the chat can help bring them up to speed.
• Alleviating the pressure to have the camera on can also help their comfort in this context.
• Ideally budget is set aside to support participants in securing a suitable environment to join from and to aid childcare costs.

4. Confidence and preference

Not everyone feels confident enough to actively engage in a workshop. For some people, the preference is to listen, take notes and consider the content privately. Gamila describes; ‘Fear of being judged or misunderstood. Lack of confidence in my ideas or their relevance to the discussion. Feeling unsure about the topic or not having enough knowledge to contribute.’

Enablers: What can the facilitator do to help?

• Create a safe and welcoming environment where it is clearly communicated that participant input is valued and that there is no wrong answer. Lucy says that ‘feeling like the facilitator genuinely values my perspective’ is an important factor for her.
• Encourage participants to treat each other with respect, to build the safe space together, by listening and respecting all opinions.
• Provide clarity of the schedule, specifying key moments to interact, so that participants are not caught off guard. Dr Zakira says ‘Feeling prepared and respected is key.’
• Provide multiple methods to contribute, such as writing in the chat, responding with emojis, using voting tools and creating break out groups. Dr Zakira says ‘Some participants (especially women and young girls) feel more comfortable typing in the chat rather than speaking, especially in culturally sensitive contexts. Allowing both options can significantly increase engagement.’
• Don’t take it personally if participants still don’t contribute. Certain participants may just not be ready to interact in this way and the facilitator should not pressure them. Lucy says ‘While hearing diverse perspectives is valuable, some participants may gain more by listening, reflecting, or engaging non-verbally.’

Striking the balance

Striking the right balance is a challenge. When cameras are off and voices muted, it is hard to gauge the value that a session is providing to participants. However, with inclusivity as our top priority, perhaps the safest space that we can create for some participants is one that does not demand more from them than they are comfortably able to contribute.

Instead, creating pathways for continued engagement after the session, such as comms channels, surveys, newsletters or scheduled check-ins can encourage further contributions.

One thing is for sure, every session will be different, so we need to continue to listen and learn from our participants and adapt accordingly.

Not everyone needs to speak for a workshop to be successful. Observing, listening, or quietly reflecting can also be valuable forms of participation. The goal should be to foster a space where everyone feels included, regardless of how they choose to engage.

Dr Zakira Hekmat, ARSA