It is often asserted that to facilitate student engagement, encourage participation and create optimal learning environments, the classroom should be a safe space. In this paper, we explore the idea that 'safety' is at odds with the very nature of academic enquiry. Using data from a qualitative study with staff at a UK University, we illustrate how the expectation of safety is troublesome and works to inhibit learning, particularly in the social sciences which explore difficult and sensitive subject matter. The responsibility for creation and maintenance of safe classrooms is often presumed to lie with teaching staff, and the impact of this is under researched. We consider alternative constructions of the classroom space and ways forward which can potentially support tutors with the challenges of teaching difficult topics. We ultimately advocate for approaches that position students as partners and the creation of learning spaces where differences can co-exist.