APPROACHES AND MECHANISMS FOR CREATING A PSYCHOLOGICALLY SAFE EDUCATIONAL ENVIRONMENT IN SECONDARY EDUCATION

Kaussar Mukhtarkyzy, N. B. Serikbayeva

2025

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DOI 10.53360/3135-8160-2025-3(3)-5
Data confidence 85 high
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Abstract

This article provides a comprehensive analysis of pedagogical approaches and institutional mechanisms required to build a psychologically safe educational environment in secondary schools. Psychological safety is presented as a foundational condition that supports students’ emotional stability, academic engagement, cognitive development, and overall well-being. The review emphasizes that when learners feel protected from emotional threat, discrimination, or ridicule, they demonstrate higher levels of intrinsic motivation, deeper participation in learning processes, and stronger resilience in overcoming academic challenges. The study synthesizes major theoretical foundations related to psychological safety, highlighting concepts such as autonomy, belonging, emotional support, and positive classroom climate. It discusses how human-centered pedagogy, inclusive practices, and Social and Emotional Learning (SEL) programs effectively reduce anxiety, foster empathy, strengthen self-regulation, and promote constructive classroom interactions. These pedagogical techniques create enabling conditions where students feel safe to take intellectual risks, ask questions, and learn from mistakes. Institutional mechanisms—including comprehensive anti-bullying policies, accessible psychological counseling services, and systematic school climate monitoring—are identified as essential structural supports that reinforce classroom safety and protect student well-being. The article also outlines emerging threats to psychological safety, such as cyberbullying, digital stress, emotional overload, and increased academic pressure, which are especially impactful during adolescence. Despite a growing global focus on psychological safety, several research gaps remain: insufficient longitudinal studies, limited cross-cultural comparisons, and underdeveloped models addressing digital learning environments. The article concludes by offering practical recommendations for creating emotionally supportive, inclusive, and development-oriented school environments through coordinated pedagogical and institutional efforts.