This commentary discusses how the principles of universal design for learning (UDL) can be applied in the science laboratory with an emphasis on assisting students who experience stress in the laboratory environment. The UDL approach in the laboratory is based on three elements: open-mindedness, supportive communication, and analysis and adaptation of laboratory curriculum. "Supportive communication", a novel element of our approach comprising interaction methods adapted from counseling therapy, is introduced. A brief discussion of a workshop for chemistry faculty and graduate students on the UDL approach is presented.