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Socio-Psychological Safety of Schools in the Context of the Settlement Type and Socio-Economic Status of the Region

Department of Educational Psychology, Institute of Psychology and Pedagogy, Kazan (Volga region) Federal University, Kazan 420008, Russia
Behav. Sci. 2019, 9(12), 139; https://doi.org/10.3390/bs9120139
Received: 1 November 2019 / Revised: 28 November 2019 / Accepted: 3 December 2019 / Published: 5 December 2019
(This article belongs to the Special Issue XVI European Congress of Psychology)
Under current conditions, the scientific request for the study of both internal and external factors of socio-psychological safety becomes important. In the literature there are very contradictory data on the role of contextual factors in ensuring the socio-psychological safety of schools. In our work, we consider the role of socio-economic and geographical conditions in ensuring the socio-psychological safety of the educational environment of the school from the standpoint of environmental psychology. Research questions: How does the social and economic status of the region affect the subject level of the school’s socio-psychological safety? How does the type of settlement affect the personal level of the school’s socio-psychological safety? The economic, social, and geographical status of the region affects the socio-psychological safety of the school. Therefore, contextual factors influence, but do not determine the socio-psychological safety of the educational environment of the school. Multilevel approaches, which are intended for individual, psychosocial, and contextual factors, can contribute to the promotion of the theme of the socio-psychological safety of the school. View Full-Text
Keywords: socio-psychological safety; settlement type; socio-economic status socio-psychological safety; settlement type; socio-economic status
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Gilemkhanova, E.N. Socio-Psychological Safety of Schools in the Context of the Settlement Type and Socio-Economic Status of the Region. Behav. Sci. 2019, 9, 139.

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