Feature This shift in mindset moves us


I t’ s not j u st ab ou t time, it’ s ab ou t headspace


What’s more, when employees are struggling to engage with training due to fatigue, they’re often perceived as unmotivated or underperforming. This not only adds to their stress, but creates a cycle where those who most need support feel the least able to access it. And then there’s the emotional


toll of personal circumstances – care responsibilities, health issues, grief, financial stress  which rarely show up on a training dashoard ut can significantly affect a person’s availability to learn.


Instead of asking: “Why hasn’t this person completed the training?” we need to start asking:


• Do they have enough energy and focus to engage with it right now?


• Have we made space – not just time  for them to asor and reflect


• Are we acknowledging the emotional context they may be learning in?


away from a purely logistical view of learning and toward a more empathetic, human-centred approach. One that respects the full learner experience.


There are practical ways we can support learners: 1. Design for depleted brains Use clear, concise content and reduce cognitive load. Break complex concepts into smaller parts and avoid overwhelming learners with dense or overly abstract material.


2. Normalise learning breaks and recovery Just as muscles need rest to grow, so do minds. ncourage reflection time and build in pauses between modules or sessions. Give permission – not just in words but in workload – for people to learn when they have the headspace, not just when the calendar says they should.


3. Make mental load part of the design brief When planning training rollouts, ask: What else is going on in the business? Are people already in back-to-back change initiatives? Is this launching during budget season or audit week? Timing matters. Not just in terms of availability, but emotional and cognitive bandwidth.


4. Enable managers to protect capacity, not just time Educate line managers on how to support learning by reducing task pressure temporarily, protecting focused time, and recognising when someone might be at mental capacity. Encourage check-ins that ask, “How are you really doing?” before nudging toward training completion.


5. Offer flexibility


Understand that personal factors – bereavement, burnout, crisis – impact engagement. Avoid shaming language around “overdue” training, and instead offer safe, fleile options for people to re-engage when they’re ready.


6. Create emotionally safe learning spaces Whether it’s a leadership course or compliance training, design environments that are psychologically safe. This could mean anonymous contributions, opt- in discussions, or simply being clear that it’s okay to take your time. When someone hasn’t engaged with training, it’s tempting to look at the calendar or completion data and draw conclusions. But if we want to be truly effective as L&D professionals, we need to go deeper. We must remember that learning requires more than just time; it requires mental clarity, emotional stability, and enough breathing room to absorb something new. That’s the real measure of capacity. And if we’re not designing for it, we’re not meeting learners where they are. By creating training that acknowledges and adapts to the realities of emotional and cognitive fatigue, we don’t just improve completion rates. We create more equitable, compassionate, and impactful learning cultures. n


Chair of The Learning Network, Rebecca McDowall is interested in the study of employee wellbeing, and how it can be supported by L&D. The Learning Network is a Community Interest Company that aims to bring together professionals across the industry to share best practices and elevate the industry.


Learning Magazine | 11


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