Community Agreements & Repair


1. Introduction

The Container for Wild Play: Clown work thrives on foolishness, failure, high stakes and trust. This type of wild play invites risk-taking. We acknowledge that boundaries and safety vary by the person and by the ensemble. This document is intended to create a high level of play, while also providing guidelines when there is harm, disagreement, contradiction or confusion. Shared agreement on these principles allows participants to play freely.


2. Code of Conduct for Students & Community Members

A. Professional & Relational Expectations

  • Show Up Prepared, Present & Ready to Play: Respect fellow ensemble members' time, energy, and physical presence. 

  • Cultivate Generous Audience Work: In clown training, classmates act as the mirror and audience. Support peers on stage with active, non-judgmental focus.

  • Practice "Take Space / Make Space": Be mindful of how much vocal, physical, or emotional room you occupy during stage time and talkbacks.

  • Respect Pronouns & Identity: Honor chosen names, pronouns, and personal boundaries.

  • Honest & Open Communication: We agree to strive for open and honest communication and conflict resolution when possible and appropriate, whether it is peer-to-peer or peer-to-instructor. 


B. Prohibited Behaviors

  • Harassment & Discrimination: Zero tolerance for intimidation, bullying, or slurs targeting race, gender, sexuality, disability, age, or background.

  • Unsanctioned Touch: Any physical contact outside agreed-upon exercise parameters or explicit consent.

  • Punching Down: Satire, parody, or clowning that targets marginalization or non-consenting audience/class members.

  • Retaliation: Any punitive action or social exclusion against someone.

  • Consent is Contextual: Touch, physical comedy, and personal ribbing require ongoing consent.

3. In-Room Practices

Clown work carries unique risks—from physical injury during strenuous movement to emotional distress during exercises emotional vulnerability.

A. Boundary Setting

  • The In-Room Safe Word / Reset Phrase: Establish a universal keyword (e.g., "PAUSE" or "OUT OF PLAY”) that immediately halts an exercise or scene without requiring explanation. 

  • Agency to Opt Out: Participants can decline to engage in an exercise or step outside the room if feeling overwhelmed without penalty or explanation.

  • Impact Over Intent: Harm can happen even when intentions are humorous or benign. Accountability focuses on repairing the impact on the affected party.

B. Managing Power Dynamics

  • Instructor & Director Standards: Leaders hold inherent authority over evaluation, casting, and recommendation. Instructors must never engage in romantic/sexual relationships with active students, and must actively check their power when offering intense feedback.

  • Push vs. Force: Instructors may encourage students to step past comfort zones, but must respect an explicit "No" or physical pause without shaming. 


4. Harm Remediation Practices & Procedures

We follow a tiered pathway to address levels of harm, prioritizing restorative resolution and encouraging peer-to-peer or peer-to-instructor repair/dialogue.

Level 1: Direct Conversation / In-Room Resolution

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Level 2: Mediated Restorative Dialogue (Appointed IW Representative)

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Level 3: Formal Investigation & Administrative Action (Leadership)


Level 1: Informal & Direct Resolution

  • When to use: Misunderstandings, boundary nudges, or accidental missteps where safety is not immediately compromised.

  • Process: Parties address the issue directly using "I" statements ("When X happened during the scene, I felt unsafe because Y"). If both parties agree, the issue is settled without administrative intervention.

Level 2: Mediated Restorative Dialogue

  • When to use: Level 1 feels unsafe, unfeasible, or was unsuccessful, or when an ongoing pattern of behavior occurs.

  • Process:

    1. The reporting individual contacts a designated Appointed IW Representative (a trained staff or non-evaluative community member).

    2. A structured, facilitated meeting is held to identify the impact of the harm and establish concrete action steps (e.g., written apology, behavioral adjustment, altered class pairing).

Level 3: Formal Investigation & Administrative Review

  • When to use: Allegations of severe harassment, physical assault, persistent boundary violations, or retaliation.

  • Process:

    1. Report: The reporting individual contacts a designated Appointed IW Representative (a trained staff or non-evaluative community member).

    2. Fact-Finding: Conducted by leadership or an independent external investigator.

    3. Outcomes: May include mandatory training, formal probation, temporary suspension, or permanent removal from the organization.


5. Living Document & Onboarding Strategy

A community agreement only works if it is actively integrated.

  1. Day One Read-Through: IW dedicates 15 minutes of the first session of every session to reading and discussing key points.

  2. Student Acknowledgment: Students are required to acknowledge this agreement upon registration.

  3. Annual Review: IW willo hold an annual review to update language and policies based on real in-class experience.