Fear Manifesting As Indifference

Over the past year or so, my practice as a music leader has continually reminded me of the quiet but profound power of creativity - particularly when it is rooted in meeting people exactly where they are. Allowing participants the time, patience, and space they need to feel safe enough to express themselves has become central to how I now approach my work.

Working in group settings, especially with young people, often brings complex dynamics. While collaboration can be deeply rewarding, it can also be intimidating. When individuals don’t yet feel secure, that discomfort doesn’t always present itself as nerves or hesitation. More often, it emerges in less obvious ways - as apparent disinterest, withdrawal, or even frustration and anger. These reactions can be confusing and at times discouraging, particularly when you are invested in creating a supportive and engaging environment.

Earlier in my career, I might have taken these responses personally, interpreting them as a lack of engagement or motivation. Over time, and through continued reflection, I am learning that this is rarely the full story. In most cases, these behaviours are rooted in fear, vulnerability, or a lack of confidence. What participants usually need is not pressure or correction, but time, trust, and gentle, consistent encouragement. This shift in understanding has had a lasting impact on how I facilitate sessions and support individuals within them.

This was brought into sharp focus recently while leading a group of young performers who were asked to share personal creative work and collaborate with others. I found myself feeling demotivated when some participants seemed less than enthusiastic when it was their turn to share. Later, I shared this frustration with my teenage daughter. Her response was simple, but it stopped me in my tracks:

“They’re just scared, Dad. It’s their fear manifesting as indifference.”

As soon as she said it, it rang true. I immediately placed myself back in that position at the same age - the vulnerability of sharing something personal, the fear of being judged, the desire to disappear rather than be seen. I realised that I would have been terrified too.

As educators and facilitators, it is easy to become drawn into the belief that we should always be adding value, moving through content, and building towards an outcome, assessment, or tangible end point. Over the past year, my reflection has increasingly led me to question that assumption. Compassion, trust, and emotional safety are not secondary to learning - they are foundational to it.

In a time when creative processes are increasingly influenced by AI tools and rapid production, this feels more important than ever. While technology can offer incredible support, it cannot replace human empathy, presence, and understanding. My practice continues to evolve, but one thing has become clear: leading with compassion is not a soft option - it is the most essential part of the work.

Written by Chris Tye, Plugin Project Music Leader, Ardenleigh FCAMHS