摘要：The interest of psychologists in the study of safety in the educational environment and itspsychological characteristics is increasing. The aim of this study was to select, substantiate,and disclose the psychological factors in the educational environment that influencethe psychological well-being of pupils. There were three stages in our research: clarifyingthe level of psychological safety in the schools in the study; revealing the consistency ofthe teachers’ and the students’ evaluations of the level of psychological safety in thoseschools; determining the nature of the influence of the psychological safety of the educationalenvironment on the psychological well-being of the students. The study involved172 teachers and 876 students in Moscow and St. Petersburg schools.Psychological safety is a condition of educational environments that are free frompsychological violence in the interactions of the people in them; psychological safetycontributes to the satisfaction of the needs for personal trust and communication, createsfor the participants a sense of belonging (the referential importance of the environment),and contributes to their mental health.The empirical study revealed that (1) the level of the psychological safety of the educationalenvironment in the evaluations of the teachers was higher and had more expresseddifferentiation than did the level in the students’ evaluations; (2) the psychologicalwell-being of the students was closely correlated with the level of psychological safetyfor the teachers; (3) such components of the well-being of the students as emotional comfort,self-confidence, a higher level of cognitive activity were developed in those schoolswith high levels of psychological safety for the teachers.The results can be useful in educational psychology and environmental psychologyas well as when creating technologies to support the safety of school environments andof the people in them, including situations related to minimizing safety violations andreducing risks and threats.
