Students’ readiness for positive interaction is a resource for the psychological safety of an inclusive educational environment
Year: 2026
Type: article
Study design: Observational Study
Abstract: Context and relevance. The problem of psychological safety of an inclusive educational environment in recent years has become especially relevant and requires the search for resources (external and internal) that ensure positive interaction of participants in educational relations. The theoretical basis of the study is a risk-resource approach aimed at identifying risks and finding resources, which in this article are understood as students' readiness for positive interaction in an inclusive educational environment. Objective. Identify and describe the components of students' readiness for positive interaction that act as psychological safety resources for an inclusive educational environment. Hypothesis. Students' readiness for positive interaction can act as an internal resource for ensuring the psychological safety of an inclusive educational environment. Methods and materials. The study involved primary school students from general education organizations in the city of Stavropol and the Stavropol Territory that implement inclusive educational practices (n = 453). To address the set tasks and verify the hypothesis, a set of complementary research methods was used. Theoretical analysis and synthesis, as well as modeling, were employed as theoretical methods. Empirical methods included psychodiagnostic methods (questionnaires, surveys, projective methods, content analysis, observation) and the expert assessment method. Both adapted and original methods were used in the study. The empirical data were evaluated using methods of mathematical statistics: factor analysis. Results. The results showed that students' readiness for positive interaction acts as an internal resource for ensuring the psychological safety of an inclusive educational environment, which is substantiated theoretically and proven empirically. Conclusions. The results obtained prove that readiness for positive interaction plays a leading role in ensuring the psychological safety of students in an inclusive educational environment, and make it possible to develop targeted programs to support the psychological safety of students at different levels of education.
Authors: E.S. Slusareva, А.А. Sankova, D.V. Borozenets
Institution: Stavropol State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7224795521