Safe Educational Environment Research Articles

한 특수교사의 신체적 상해 경험

The purpose of this study was to examine the physical injuries experienced by the author at a special school by using the self-cultural descriptive method, focusing on the four-year change process. The researcher’s personal memories, transcripts of peer teacher interviews, and cultural artifacts were collected as qualitative data, and 4 core categories and 12 subcategories were generated according to a comprehensive analysis procedure based on pragmatic eclecticism. As a result of the study, first, the researcher experienced changes in emotions and emotions with the passage of time, such as embarrassment and anxiety, anger and depression, and fear and responsibility. Second, the researcher experienced a dilemma between continuous injuries due to educational intervention efforts, and experienced changes in perceptions of physical injuries and aggressive behaviors, such as feeling the need to cope with various types of aggressive behaviors. Third, the researcher experienced a change in human rights awareness, from the perception that student human rights and teaching rights are a contrasting concept to the creation of a school environment where everyone can learn and live safely. Fourth, the researcher also experienced changes in the action of internal and external protective factors overcoming injuries. The results of this study can be used as basic data for improving the quality of education and creating a safe educational environment by providing special education teachers who have experienced physical injuries an opportunity to ponder and reflect in the future to help them overcome difficulties caused by injuries

Spread of SARS-CoV-2 Infections in Educational Settings by Level of Education, Taking into Account the Predominant Virus Variant

The COVID-19 pandemic has negatively affected educational settings (ES) in Slovenia. To effectively limit the emergence and spread of SARS-CoV-2 infections in ES, it is important to identify the pathways of introduction and transmission of infection. This study aims to analyse the spread of infections in ES according to the level of education, taking into account the predominant variant of the virus in Slovenia in order to advise on public health action. We calculated the incidence rate of infection by age group, according to the level of the ES. Additionally, we analysed data on the reported outbreak criteria in ES. In Slovenia, SARS-CoV-2 infections in children and adolescents (1–18 years) accounted for 16.8% of all confirmed infections. The incidence and leading outbreak criteria differed according to the level of the ES and predominant SARS-CoV-2 variant. The occurrence of cases in ≥3 different “bubbles” was the most common outbreak criteria (59%). A high number of employee-imported outbreaks was observed in pre-school settings (44%). As countries move away from widespread nonpharmaceutical interventions, the focus should be on vaccination promotion among teaching staff in pre-school settings and systemic solutions, such as self-testing and ventilation, to enable safe educational environments.

University of Babylon Performance in Setting and Infrastructure Indicator through UIGreenMetric 2017-2020. (A comparative study)

The category of setting and infrastructure indicator (SI) is chosen in this comparative study referring to the fact file scores obtained by the University of Babylon during the last four participations into the UI Green Metric Rankings. In general, the scores indicated an escalation in the university performance of the whole six sub-indicators of the setting and infrastructure criterion (SI) from 2017-2020. These results confirmed that the university; by its leadership, staff and students, focused on upgrading and developing its infrastructure for setting a green and safe educational environment for most employees and students. That is to achieve a green campus contributing in the global efforts for achieving the UN agenda of SDGs 2015-2030. Furthermore, all practices of university performance coped with its vision, mission, and objective goals of university strategic plan from 2018-2022, which contained the commitments to set up with most of SDGs, especially related to sustainable cities or campuses. The results also showed an ascending and remarkable progress from 2017 to 2020 with an unexpected regression in 2019, which required the development of an improvement plan to address weaknesses, maintain and enhance strengths, to get good results for university in the 2020 edition of UI GreenMetric Ranking. Keyword: Green university, practices, Sustainable Development Goals (SDGs), SI, setting and infrastructure indicator, University of Babylon.

Modelling of Fire Escalation and Escape Routes as Exemplified by a Higher Educational Institution

Resulting from the growth of hazardous and emergency situation, formation of safe and healthy educational environment and safety culture has become one of the high-priority problems of general and professional education. The present article deals with the modelling for fire escalation and escape routes. For fire spread modelling, there has been used Computational fluid dynamics (CFD) model of fire escalation. In the present article, the example of modelling of fire escalation and escape routes in a five-storied building of a school is presented. Six possible scenarios of fire escalation are exemplified. The computations have shown that safe people's evacuation is ensured under the assumed design solutions. The hazardous factors do not threaten human life at the existing space-planning solutions and structural concepts. It was shown that non-compliance with fire-safety engineering and the lack of evacuation training sessions for students and staff could lead to loss of life due to carbon monoxide poisoning and congestion. Thus, a premium must be placed on the building evacuation training.

Feeling Unsafe at School Among Adolescents in 13 Asian and European Countries: Occurrence and Associated Factors.

BackgroundResearch on perceived school safety has been largely limited to studies conducted in Western countries and there has been a lack of large-scale cross-national studies on the topic.MethodsThe present study examined the occurrence of adolescents who felt unsafe at school and the associated factors of perceived school safety in 13 Asian and European countries. The data were based on 21,688 adolescents aged 13-15 (11,028 girls, 10,660 boys) who completed self-administered surveys between 2011 and 2017. Logistic regression analyses were used to estimate odds ratios and 95% confidence intervals.FindingsThe number of adolescents who felt unsafe at school varied widely across countries, with a mean occurrence of 31.4% for the total sample: 31.3% for girls, and 31.1% for boys. The findings revealed strong independent associations between feeling unsafe and individual and school-related factors, such as being bullied, emotional and behavioral problems and feeling that teachers did not care. The study also found large variations in perceived school safety between schools in many countries.ConclusionThe findings emphasize the need to create safe educational environments for all students, based on positive relationships with teachers and peers. School-based interventions to prevent bullying and promote mental health should be a natural part of school safety promotion.

Безопасная образовательная среда как средство формирования толерантности у детей в условиях семейного воспитания

The purpose of the study is to reveal the concept of a safe educational environment as a means of developing tolerance in children in the context of family education. The article deals with the problem of interaction between teachers of a preschool educational organization (PEE) and the family in the conditions of functioning of a safe educational environment, presents the forms and methods of work that contribute to increasing the effectiveness of the formation of tolerance in children in a safe educational environment. The scientific novelty of the study lies in the substantiation of the need to design a safe educational environment as a means of developing tolerance in children in the context of family education. The authors present generalized results of the study of the formation of tolerance in children. As a result, the principles and conditions for the education of tolerance were determined within the framework of the functioning of a safe educational environment.

Principles of pedagogical design of a safe educational environment

The article is devoted to one of the most important, one might say global problems - the problem of educational security. Within the framework of the study, the authors, based on the study of the phenomenon of security of the educational environment in domestic and foreign studies, reveal such concepts as "pedagogical design", "educational security"; based on the analysis of a document aimed at regulatory in the field of education - the Federal State Educational Standard of Basic General Education, approved on 31.05.2021; they offer their vision of the principles of pedagogical design of a safe educational environment. The article may be useful for researchers involved in the design of a safe educational, socio-cultural space; and the principles proposed by the authors: consistency and goal-setting; targeting; aestheticization and accessibility of the educational environment by means of pedagogical design and the constructing principle will increase the efficiency; and productivity of pedagogical design of the educational environment as a whole.

Государственная политика в вопросах обеспечения психологической безопасности в дошкольном детстве

The article is devoted to the study of psychological safety in education, which the Federal State Educational Standard of Preschool Education defines as one of the most important tasks: “protecting and strengthening the health of pupils through the integration of educational areas, creating conditions for a psychologically safe educational environment.” The article discusses in detail the issues of ways to ensure psychological security in preschool educational institutions, as well as state policy in this matter. The conception of the Russian citizen personality’s development and upbringing in the field of education was developed in accordance with the Constitution of the Russian Federation, the Federal Education Law, based on the annual messages of the President to the Federal Assembly of the Russian Federation. The conception is the methodological basis for the development and implementation of the General Education Federal State Educational Standard. Its purpose is education, socio-pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent Russian citizen. Modernization of the education system in Russia is directly related to the introduction of new Federal State Educational Standards of the third generation, naturally brings up an issue of the factors and conditions which are necessary for the successful implementation of this goal. It is undoubted that the personality development, success of the educational process takes place in the conditions of psychological comfort and safety of the educational organization environment. The state policy in the field of preschool education is aimed at creating conditions for balanced and complete physical and mental preschool children’s development, preserving and strengthening children’s health. The object of the study is the subjective feeling of psychological comfort and safety which is necessary to preserve the «mental health and integrity of the individual», it is important for all participants in the educational environment. The subject of the study is the importance and aspects of psychological safety of the educational environment in ensuring the quality of the educational process in a preschool educational establishment. The used methods: analysis and generalization of scientific and methodological literature, pedagogical observation, content analysis, questionnaires, methods of mathematical statistics. The assessment of the kindergartens’ educational environment types has been carried out according to the methodology of V.A. Yasvin, who proposed to assess the quality of any educational establishment environment by modality, breadth, intensity, awareness, generality. The author has used the questionnaire «Psychological diagnostics of the educational environment safety» as the main diagnostic tools (methodology of I.A. Baev). Therefore, the article’s purpose is to create (support) a psychologically safe and comfortable educational environment of an educational establishment for the development of preschool education

Позитивные стратегии психологической поддержки субъективного благополучия школьников

By now a whole array of theoretical and empirical studies has been collected, the purpose of which was to search for correlates, predictors, risk of gene factors of subjective well-being (SWB) of a person. The review article presents foreign studies centered on the study of a student’s SWB personality and areas of psychological and pedagogical support. Present day works show the results of studying the relationship of subjective well-being with some parameters that are difficult for empirical analysis, such as the school psychological climate, a safe educational environment, as well as deep subjective perceptions and feelings of the child, which include hope as a mechanism for overcoming life difficulties and mental school boredom, which is a marker of a student’s psychological distress for a school psychologist. Bullying relationships according to the reports of Organization for Economic Cooperation and Development (OECD) are widespread in schools and become destructive for the child’s personality. The psychological and pedagogical strategy of protecting the subjective well-being of children and adolescents based on positive communication helps to strengthen friendship, a sense of psychological security, responsibility.

ЗМІНА КОНТЕКСТУ ПЕДАГОГІЧНОЇ ВЗАЄМОДІЇ ЯК УМОВА ОРГАНІЗАЦІЇ БЕЗПЕЧНОГО ОСВІТНЬОГО СЕРЕДОВИЩА В УМОВАХ ВОЄННОГО СТАНУ

The article updates the issue of creating a safe educational environment in the conditions of martial law, considers the main approaches that contribute to safety in education: peacebuilding and pedagogy of nonviolence, assistance for self-help as self-defense and teaching safe behavior; risk-oriented; implementation of conflict-sensitive education standards. The focus of the research is the peculiarities of pedagogical interaction between teachers and students in April–May 2022, which underwent significant changes due to the military situation in Ukraine and the forced change in the format of the educational process. The results of a survey of teaching staff of secondary education institutions (100 respondents) from 5 regions of Ukraine: Chernihiv, Kyiv, Khmelnytskyi, Ternopil and Rivne regions are given. The hypothesis about the need for teaching staff to acquire additional competencies related to providing psychosocial support to participants in the educational process, self-help and recovery methods is confirmed. It is noted that among all the components of a safe educational environment: physical (equipped and suitable bomb shelter, equipped corridors, classrooms, there is a system of warning about danger, developed rules of behavior during various types of danger, including military), social (guarantee of rights for obtaining an education at the institution, payment of wages, scholarships, compliance with the legal rights to work and rest), psychological (the feeling of security, support, comfort provided by all the staff of the institution to the participants of the educational process in view of the war situation), environmental (observance of all sanitary – hygienic rules of study and work, availability of first-aid kits in all classes, hygiene products in restrooms, access to a nurse), information (available information quality control in the educational institution, availability of anti-virus systems on computers, compliance with the rights to protect personal data, work to ensure the problems of cyberbullying and cybercrime), the most vulnerable it is physical security, and psychological safety needs improvement in its content characteristics, including by changing the content of pedagogical interaction at the "teacher-student-parent" levels.

The role of the facilitator in the context of subject-subject pedagogical communication

The article is devoted to the problem of pedagogical facilitation. The dominant role of information technologies, the transition to mixed (face-to-face-distance) learning, the necessity to create a safe educational environment, caused by the full-scale war of russia against Ukraine, determine the urgent need for the teacher to master a new role - the facilitator. It is substantiated that pedagogical facilitation is the effect of pedagogical interaction that occurs in subject-subject communication, the essence of which is to actualize personal creative potential, improve the productivity of interaction by facilitating the process of educational and professional activity. Determinants of the specified process are a special style of interaction, the presence of the teacher's personal qualities that determine the possibility of performing the role of facilitator. It has been proven that the most acceptable professional position of a teacher is a partner position, since it is a position that gives the opportunity to implement the principle of equality (subjectivity). In order to realize the professional role of a teacher-facilitator, it is important to be aware of social expectations: a dignified attitude to the student's personality as the highest value, centering in pedagogical activity on the needs of the student and on the realization of one's own professional need for self-development, self-improvement, establishing harmonious relationships on the basis of morality and spirituality. The content of the activity of a teacher-facilitator is to create a psychological atmosphere, an intellectual field, to observe the activities of students, to model the interaction of students, and to activate their activities. The congruence, acceptance and empathy of the teacher will contribute to the formation of trusting relations between the teacher and the students, which is a guarantee of the opportunity for each partner to manifest his own subjectivity.

Хакатон як технологія формування соціально успішної особистості учня

The purpose of the article is to substantiate the instrumental and technological potential of the hackathon as a means of developing quality project products by stakeholder teams and a platform for solving various problems of the modern education system; to highlight the results of the application of educational hackathon technology in the practice of constructing a safe educational environment as a space for the formation of socially successful personality of a pupil. The system-structural analysis of foreign and domestic psychological and pedagogical sources concerning the problem of preparation and implementation of hackathon technology in the educational practice of general secondary education was chosen as theoretical methods, as well as theoretical generalization, comparison and reinterpretation of data to formulate conclusions of conducted research. Empirical methods were event analysis of educational practice and content analysis of normative-legal acts and activity reports of institutions of general secondary education, which direct and regulate the interaction of administration, teachers, pupils and their parents, social partners of educational institutions concerning pupil development. Analysis of the content of modern scientific sources dedicated to understanding the potential of hackathon technology in the formation of socially successful personality of the student, allowed to obtain the following results. The spread of hackathon technology in various fields – from business to education – demonstrates its exceptional effectiveness as a means of solving problems in a dynamic environment. A reinterpretation of previous research findings and the results of our research proves that the hackathon is in fact a platform for potentially successful startups that brings together interested talented and active people, as it results in a ready-to-run minimum viable product, its first version is tested by a jury, during demofest (demonstration of an idea) and pitching (short verbal presentation) of projects. The toolkit of educational hackathons works effectively in solving various pedagogical tasks, in particular, in building dialogue between participants in the educational process, adjusting teamwork in forming a socially successful personality, involving a wide range of social partners in this process. The multimedia, integration and versatility of this technology contribute to the successful implementation of the hackathon. The introduction of the hackathon in the educational process activates the key competencies of its participants, including social, civic, information and communication, etc., and promotes analytical, critical and creative thinking, social partnership skills, social activity and social mobility – those powerful components of socially successful individuals who are able to ensure their own quality of life and the realization of a growing personality.

Modern approaches to creating a safe space for children: educational security projects in Ukraine

The article argues that the education system as the social institution for masses should play a leading role in reducing the existing risks to children’s safety and developing a responsible attitude of children to their lives and health, the world around them, so it is important to design and organize a safe educational environment for children’s development. The article analyzes the essence of the concepts “space”, “environment”, “safe educational environment”, “space of a safe childhood” and their correlation. The research has found that the space of a safe childhood is a characteristic of the child’s life world, which includes a set of actions, conditions and relationships that provide physical, emotional and psychological protection. The space is filled with interconnected local environments built into it: physical, social, educational, cultural, and others. Creation of a space for a safe childhood is a prerequisite for the development of a child and formation of real prospects for the future. The formation of such a space is carried out through education in the field of life safety, subject-subject interaction of the child, teacher and parents, the creation of adaptive and developmental conditions aimed at overcoming existing threats in the implementation of various projects. The research has identified and characterized modern approaches to creating a safe space for children, such as: metasystem approach (representation of a safe childhood space as an open self-organized and self-developing system), environmental approach (influence of climatic, ecological, man-made conditions and regional risks on the success of a safe space childhood), culturological approach (connection of a child with culture as a system of values, formation of child’s humanistic values: life and health, the values of nature), activity-reflexive approach (joint activity of teachers, parents, children, public organizations to ensure environmental, informational, technical and legal protection of a child through sensory experience, which is then evaluated). The article suggests an overview of domestic and international safety projects, such as Gdansk Security Program (Poland) and Ukrainian projects “Safe and child-friendly school”, “Online safety school for children”, anti-cyberbullying project chatbot “Cyberpes”, “Stop sexting”, “Safe childhood” (“Safe School” and “Security Educator” projects).

Aggressiveness of Participants in Educational Relations and Psychological Safety of School Environment

The problem of aggression and violence in the educational space is currently quite serious. Illustrative examples of it are numerous publications in the media about acts of aggression exhibited by students against their peers and teachers, about the use of violence by teachers against their students, acute conflicts between the parents of students, sometimes leading to tragic consequences. In this regard, the works devoted to the problem of the psychological safety of the educational environment become very important. The purpose of our research is to identify the factors of psychological safety of the educational environment in the context of the aggressiveness of the participants in educational relations. The study involved 15 292 respondents, including 945 teachers, 6478 parents and 7869 students of grades 7-11 from 34 schools in Ulan-Ude. The following psychodiagnostic techniques were used: Cook - Medley Hostility Scale (CMHS); Questionnaire of Legitimized Aggression by S.N. Enikolopov and N.P. Tsibulsky; Bass - Perry Aggressiveness Questionnaire BPAQ (LA-44) in Russian adaptation by S.N. Enikolopov and N.P. Tsibulsky; questionnaire for students, teachers and parents Psychological diagnostics of the safety of the educational environment at school by I.A. Baeva. The empirical data obtained were subjected to correlation and factor analysis. As a result of the study, the following conclusions were formulated: (1) the psychological safety of students is associated with the peculiarities of the relationships between the teachers and students, between the parents of students and the school, between the parents and other students, between the parents and their children in the context of school education; (2) aggressiveness of students is associated with the level of aggression of their teachers and is not closely related to the level of aggression of their parents; (3) there is an inverse relationship between the aggressiveness of students and their sense of security in relationships with their teachers; (4) aggressiveness of teachers is associated with their satisfaction with the school. There are five areas of relationships that need to be taken into account when designing a safe educational environment: (1) the relationship between parents and students at school; (2) the relationships among teachers and accepted rules of conduct at school; (3) the relationships between teachers and students; (4) family satisfaction with school; (5) teachers satisfaction with the school.

Значимость базовых ценностей для субъектов образовательной среды как условие ее безопасности

The increasing complexity of quantitative and qualitative characteristics of the educational environment prompts the research aimed at investigating the modern social and cultural landscape and identifying acmeological mechanisms of social and psychological aspects of the school safe climate. The theoretical framework of the study was based on the concept of "cultural traditions" proposed by D. B. Zilberman and devoted to normative and value types of attitudes to reality. The purpose of the study is to establish the correlation between the assessment of the social and psychological aspects of the school safe climate and the value and normative types of attitudes to reality. The latter are seen as the ways for the subjects of the educational process to express the attitude to the basic values. Research hypotheses: 1) Subjects of the educational environment who regard basic values as significant represent a value type; 2) The value type of the personality determines the educational environment as a safer one. The study sample includes: 1177 students aged 13 to 16 (60% of boys, 40% of girls, average age 14.9), 925 parents aged 28 to 57 (93% of females, 7% of males; average age 39.0), 136 teachers aged 23 to 74 (95% of females, 5% of males; average age 38.7) from Kazan. Research methodology: the test "Value Orientations" (by M. Rokich), the original questionnaire on the social and psychological aspects of the school safe climate (by E. N. Gilemkhanova). Evidently, the subjects of the educational environment who regard basic values as significant represent a value type as opposed to a normative type. The research shows that the value type of attitude determines the identification of the educational environment as a safer one. The scientific novelty of the study lies in the fact that the results obtained open up the possibility for interpreting D. B. Zilberman's concept in the context of acmeological determinants of social and psychological aspects of the school safe climate. The results of the study can be used to provide psychological and pedagogical support to the subjects of the educational process. Additionally, they are of importance for those implementing complex measures to organize a safe educational environment of the school.

Magnitude, risk factors of addictive behaviors among school students in Southern Tunisia

Abstract Background The use of addictive product is an important public health problem rapidly spreading around the world threatening the users, their families and environments, causing serious health problems and devastating societies in psychological and economical terms. During adolescence, these substances are harmful to health, affecting the developing of brain. This study aimed at investigating the prevalence, the determinants and the impact of addictive behaviors (AB) among school students (SS). Methods This was a cross-sectional study including a three-stage randomized sample of 1210 SS from different public schools of Southern Tunisia, on April 2021, using an anonymous self-administered questionnaire. AB were defined as the consumption of at least one of the following products: tobacco, illicit drugs and alcohol. Results Overall, 723 SS were females (59.8%), with a sex ratio (Male/Female) of 2.3. The average age was 15.64±2.05 years. In total, 793 cases (65.5%) were from rural areas. The prevalence of addictive behaviors was 18.7% (225). It was 13.9% (168) for current smoking, 3.1% (37) for alcohol consumption and 1.7% (20) for illicit drug use. Factors independently associated with AB in logistic multivariate analysis were male gender (Adjusted Odds Ratio (AOR)=10.2;p<0.001), secondary school studies (AOR=1.5;p=0.008), age ≥14 years (AOR=2.5;p<0.01) and living alone or sharing home with friend (AOR=2.29;p=0.004). These AB had statistically negative impact on SS, notably for low school marks and academic failure (OR = 2.5;p=0.01 and OR = 1.66;p=0.002, respectively). Moreover, the perceived stress scale was statistically higher among SS with AB (OR = 1.4;p=0.03). Conclusions Addictive behaviors among SS were alarmingly prevalent in Southern Tunisia, which was correlated with socio-demographic, cultural and educational factors. New preventive and therapeutic strategies should be urgently initiated to ensure a safe educational and psychological environment for SS. Key messages Addictive behaviors among SS were alarmingly prevalent in Southern Tunisia. Addictive behaviors among SS were correlated with socio-demographic, cultural and educational factors.

Positive Behavior Management: Assessment of Rugby Referees in Children Sport.

During children’s sports competitions, the referees play a special role. The referees are expected to be able to identify behavioral problems (of players, coaches, and fans), applying specific techniques to prevent negative behavior of players. Adapting these actions to the specifics of the group or individuals is crucial in providing a safe educational environment that promotes child development. The main objective of this research was to assess the quality of referees’ interactions with players in terms of positive behavior management and proficiency during rugby matches of children aged 6–12 years. Twenty-three rugby referees officiating matches organized by the Polish Rugby Union in Poland participated in the study. The research used the Referee–Players’ Interaction Assessment Scoring System tool. Additionally, referee–player interactions were recorded with a GoPro 8 camera along with audio from a wireless intercom. The significance of differences between the ratings for each indicator was tested by chi-squared test, while a non-parametric Wilcoxon signed-rank test was used to compare the mean ratings of positive behavior management and proficiency. The Mann–Whitney U-test was used to compare differences between assessments of experienced and inexperienced referees. The observations showed that referees were rated significantly higher in the proficiency dimension than in positive behavior management dimension. Nevertheless, both ratings represent an average level of quality of interactions with the players. The referee’s experience did not determine the quality of his or her interactions with the players in the specific dimensions. The following conclusion was drawn from the research: referees should be trained in the methods and techniques for managing player behavior and should act to prevent the occurrence of negative behavior, by presenting clear and understandable expectations to players before the match and using preventive measures.

Problems of administrative and legal protection of the rights of participants in the educational process.

This article describes the problems of administrative and legal protection of the rights of participants in the educational process. The normative legal acts regulating the issues of vaccination of the participants of the educational process, creation of a safe educational environment, abidance of the constitutional rights and freedoms of humans and citizens, provision of their guarantees are indicated in the article. Also mentioned the urgency of the problem of bullying in the education, which became more actively discussed in society during the global «coronavirus» pandemic, when the risk of contamination by the virus was high. A new type of bullying has been reported - coronavirus bullying - a situation where students bully other children or teachers because they are sick or have been infected by covid, or in cases of provoking bullying of parents who have not given their consent to vaccinate their children. This paper analyzes the case law, which leads to the conclusion that there is still a legal problem of distinguishing the jurisdiction of administrative courts from other types of judicial jurisdiction. Also, the lack of unity of case law in appealing decisions, action or inaction of subjects of power, particularly, in matters concerning the right of an unvaccinated child to education, which is extremely relevant today. The legal positions of national courts and decisions of the European Court of Human Rights on the matter of vaccination of participants in the educational process were studied in the article. For further implementation of these problems, the feasibility of further scientific development of this topic was substantiated.

The Positive Worldview of Teenage Schoolchildren as a Predictor of a Safe Educational Environment

The content of the article was determined by the problem of positive worldview formation of teenage schoolchildren as a predictor of a safe educational environment. The lack of qualitative characteristics of the educational environment and, in particular, its safety presupposes great difficulties in the personal development of schoolchildren during the period of maturation. Improving the level of psychological safety and psychological culture in the socio-cultural space is a preventative means of maintaining personal mental health. The early providing of purposeful psychological aid based on the principles of humanity and pragmatism determines the change in the mental reality of a person and limits the identification of psychopathological symptoms of development. The research was conducted on the basis of comprehensive schools of Kryvyi Rih city (Ukraine). To accomplish the task a comparative method of research organization (a cross section of data in different age groups of schoolchildren of the sample) was used. The methods employed in the research were designed to measure happiness in general, to estimate peculiarities of behavioral reactions in situations of uncertainty, to identify stress factors as positive worldview, confidence and constructive activity. For deeper analysis of the obtained data and revealing of dependence between indicators of worldview trends and the age of respondents a correlation analysis was carried out. The received data can be a basis for further research work in peculiarities of strategies of behavior of teenage schoolchildren.

RESULTS OF EXPERIMENTAL WORK AIMED TO IDENTIFY SCHOOL ANXIETY AMONG TEENAGERS

The article describes the concepts of «anxiety» and «school anxiety»: interpretation and development in psychological science. This article studies the reasons and factors of anxiety of school anxiety in teenagers. The relevance of this topic caused by an increasing number of teenagers who get increasing anxiety and experiencing negative emotions. This article identifies the level of school and personal anxiety of teenagers (5th-7th grade) and discusses possible causes of anxiety in this age group. The article presents the results of the work of a school psychologist aimed to identify the level of school anxiety: results of the ascertaining experiment, forming experiment, individual and group consultations with elements of psychological theater, aimed at reducing the high level of anxiety of teenagers. The article describes productive options for teacher-student cooperation aimed to decrease the level of anxiety among teenagers. The article explains the recommendations for formation a psychologically safe educational environment.