SECONDARY SCHOOL TEACHERS’ PERCEPTION OF “SAFE SCHOOL” IN SELECTED SCHOOLS IN ASTANA

Abstract

Feeling safe in school is an important and fundamental right of students. When students feel safe in the classroom, they are more likely to talk openly about what they do not know and be willing to share their thoughts, which can contribute to a supportive and collaborative learning environment. However, frequent bullying and emotional distress raise questions about how this sense of safety can be ensured. Teachers play a key role in fostering a school climate in which students feel physically, emotionally and socially safe. Therefore, this study explores secondary school teachers’ perceptions of safe learning environments in selected public and private schools in Astana, Kazakhstan. Based on UNICEF’s Child Friendly Schools (CFS) concept, the study explores how teachers understand “safe school”, implement safety practices, and what challenges hinder them to nurture safe learning environments. This qualitative phenomenological study used semi-structured interviews from 8 secondary school teachers from a private and a public school in Astana. Thematic analysis was used as a data analysis framework. Findings of the study revealed that while teachers in all schools recognized the importance of safety to student well-being and achievement, their approaches and challenges varied according to available resources, school policies, and individual experiences. It should be noted that emotional and psychological safety has become a growing concern, especially in schools facing disciplinary problems. Moreover, private school teachers often reported greater autonomy and support in implementing safety measures compared to their public-school colleagues. The findings highlight the need for systemic support of stakeholders, professional development on emotional intelligence and inclusive safety policies for new coming students to ensure child-friendly and equitable learning environments in all schools.