Psychological safety of an inclusive educational environment: a risk-resource approach

Abstract

Currently, inclusive education is considered as one of the strategic directions of the national education system. The leading condition for the effective implementation of joint learning of students with different educational opportunities is the creation of an inclusive educational environment that meets the needs of all subjects of educational relations, and, first of all, the need for security. One of the leading approaches in the psychology of the safety of the educational environment is the risk-resource approach aimed at identifying threats and preventing risks that arise in the educational environment and affect the psychological safety of the subjects of educational relations (teachers, students and their parents).The purpose of the study was to identify the risks and resources for ensuring the psychological safety of an inclusive educational environment. Based on the concept of psychological safety, the article proposes a definition of an inclusive educational environment; the structure of an inclusive educational environment, consisting of three components: spatial-subject, content-methodical (psycho-didactic) and socio-psychological. Based on the provisions of the risk-resource approach, the risks that arise at the level of each structural component of the environment and affect the psychological safety of the subjects of educational relations are meaningfully justified. On this basis, we consider the resources that allow us to prevent or minimize the risks that arise in an inclusive educational environment: at the level of the spatial and subject component-the architectural and information accessibility of an educational organization; at the level of the content and methodological component – the personal and professional readiness of teachers to implement inclusive educational practices based on a personality-oriented model of interaction; at the level of the socio-psychological component-the readiness of the subjects of educational relations for positive interaction in an inclusive educational environment.