Moscow researchers have identified the key threats to psychological safety in American schools.

Staff members from the Department of Scientific Foundations of Extreme Psychology at MGPPU, Tatiana Berezina and Tatiana Finogenova, analyzed the threats to the psychological well-being of students in U.S. high schools. They conducted a meta-analysis of 100 publications, highlighting materials that addressed various aspects of educational environment safety. The results of their work have been published in the scientific journal "Modern Foreign Psychology."

“Current research indicates that security threats in American schools manifest in various forms,” notes Tatiana Finogenova, a faculty member of the "Extreme Psychology" department. According to the meta-analysis findings, one of the primary issues is violence, which takes various forms — from physical and sexual violence to cyberbullying and gun violence. This inflicts serious harm on both the physical and psychological health of children and adolescents, creating an atmosphere of vulnerability and fear not only for the victims but for all participants in the educational process.

Risk factors contributing to violence include racial discrimination, non-traditional sexual orientations, and health problems. Members of minority groups often become targets for perpetrators, creating a vicious cycle: victims of violence may themselves become aggressors, particularly among youth from "colored" communities. If they perceive school as a dangerous place, it may lead them to bring weapons to the educational institution.

Another important aspect is teacher burnout, which negatively affects the school atmosphere. “We found that psychological well-being in schools is an issue not only for children but also for educators. Teacher burnout can adversely impact the entire educational environment,” emphasizes Tatiana Berezina, a professor in the Department of Scientific Foundations of Extreme Psychology. Deteriorating emotional states among educators can lead to a decline in teaching quality and the creation of an unfavorable educational environment.

Objective factors, such as legislation and the presence of security structures, as well as subjective aspects, including cultural peculiarities of the country, necessitate a comprehensive approach to addressing the issue. One effective method is a three-dimensional conceptual model: strengthening physical, procedural, and psychological measures to enhance safety in schools.

This model includes: training on how to respond to various threatening situations, teaching safety rules, involving school inspectors, checking lockers, developing clear and fair rules, training to identify, understand, predict, and prevent violent actions from others, and implementing an anonymous alert and threat assessment system. This model is currently being implemented only in some educational institutions, so, according to Tatiana Berezina, its long-term results are yet to be evaluated.

“When adopting the experiences of other countries, it is essential to consider the cultural and social characteristics of the Russian population,” emphasized Margarita Simonova, an associate professor at the Financial University under the Government of Russia. In Russia, safety is achieved through the creation of secure infrastructure, strict