Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 50 no. 1 (2025)

Testing the Influence of School Climate on Students' Psychological Safety: The Case of a Philippine State University

Ralph Vendel Musni

Discipline: Education

 

Abstract:

School climate is increasingly recognized as a decisive factor in shaping students' educational outcomes and wellbeing, yet empirical studies in Philippine higher education remain limited. This study examined how school climate influences students' psychological safety in a state university in Southern Philippines, highlighting implications for engagement, inclusivity, and mental health. Using a quantitative-correlational design complemented by focus group discussions, 396 students completed a structured survey, while 12 participated in qualitative interviews. Regression analysis confirmed that school climate strongly predicted psychological safety, with trust, peer support, and consistent behavioral expectations emerging as key dimensions. Although students generally perceived a positive climate, notable differences across colleges reflected the influence of institutional culture. This research extends School Climate Theory to the Philippine higher education context, providing empirical evidence that nurturing openness, fairness, and inclusivity enhances students' sense of psychological safety. Strengthening these dimensions supports resilient learning communities aligned with SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education), underscoring that a positive school climate is essential for holistic student development and success.



References:

  1. Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of School Violence, 18(2), 200–215. https://doi.org/10.1080/15388220.2018.1453820
  2. Adams, C., & Adigun, O. B. (2021). Building a climate of faculty trust in students through principal support of student psychological needs. Journal of Educational Administration, 59(5), 598–614. https://doi.org/10.1108/JEA-08-2020-0188
  3. Ahorro, A. M. T., David, M. R. T., Molina, J. M. V., Pangilinan, A. B. Y., & Arcinas, M. M. (2021). Correlations between the senior high school grade 12 students’ perception of school classroom climate and compliance with school classroom norms in a private university in Manila, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 274–284.
  4. Alami, A., Zahedi, M., & Krancher, O. (2023). Antecedents of psychological safety in agile software development teams. Information and Software Technology, 162, 107267. https://doi.org/10.1016/j.infsof.2023.107267
  5. Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and well-being: A systematic literature review. International Journal of Educational Research, 88, 121–145.
  6. Aldridge, J. M., McChesney, K., & Afari, E. (2018). Relationships between school climate, bullying, and delinquent behaviours. Learning Environments Research, 21, 153–172.
  7. Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
  8. Amaninche Jr, E. O. (2020). Administrative factors and organizational climate as determinants of school performance (Doctoral dissertation).
  9. Ampofo, J., Bentum-Micah, G., Xusheng, Q., Sun, B., & Mensah Asumang, R. (2025). Exploring the role of teacher empathy in student mental health outcomes: A comparative SEM approach. Frontiers in Psychology, 16(1). https://doi.org/10.3389/fpsyg.2025.1503258
  10. Astin, A. W. (2014). Student involvement: A developmental theory for higher education. In College Student Development and Academic Life (pp. 251–262). Routledge.
  11. Aydin, Ö., & Ok, A. (2022). A systematic review on teachers’ expectations and classroom behaviors. International Journal of Curriculum and Instructional Studies, 12(1), 247–274.
  12. Baeva, I. A., Bazhenova, M. D., Bannikov, G. S., Vikhristiuk, O. V., & Gayazova, L. A. (2018). Psychological safety of the school environment and adolescents’ attitude to life. European Proceedings of Social and Behavioural Sciences, 49.
  13. Balzer Carr, B., & London, R. A. (2019). The role of learning support services in university students’ educational outcomes. Journal of College Student Retention: Research, Theory & Practice, 21(1), 78–104.
  14. Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K. W., & Ming, X. (2022). Academic stress and mental well-being in college students: Correlations, affected groups, and COVID-19. Frontiers in Psychology, 13, 886344. https://doi.org/10.3389/fpsyg.2022.886344
  15. Beigpourian, B., Ohland, M. W., & Ferguson, D. M. (2019, July). The influence of the percentage of female or international students on the psychological safety of teams. In 2019 FYEE Conference.
  16. Bellibas, M. S., & Liu, Y. (2018). The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate. International Journal of Leadership in Education, 21(2), 226–244.
  17. Beltran, K. A., Agripa, S. A., Janelle, A., Dela, K. B., Marmol, S. L., & Jane, S. (2025). Practices and challenges in implementing inclusive education in Philippine elementary schools. Journal of Education Research, 6(1), 8–22. https://doi.org/10.37985/jer.v6i1.2251
  18. Benlahcene, A., Abdelrahman, R. M., Ahmed, M., & Farag, M. (2024). A pathway to engagement: The mediating role of self-efficacy between interpersonal relationships and academic engagement. Cogent Psychology, 11(1). https://doi.org/10.1080/23311908.2024.2330239
  19. Bhatia, I. (2024). Psychological safety and its correlates among LGBTQIA+. International Journal of Interdisciplinary Approaches in Psychology, 2(8), 115–208.
  20. Blitz, L. V., Yull, D., & Clauhs, M. (2020). Bringing sanctuary to school: Assessing school climate as a foundation for culturally responsive trauma-informed approaches for urban schools. Urban Education, 55(1), 95–124. https://doi.org/10.1177/0042085916651323
  21. Brown, C. S. (2019). The importance and the challenges to ensuring an inclusive school climate. Educational Psychologist, 54(4), 322–330. https://doi.org/10.1080/00461520.2019.1620262
  22. Brownfield, K. (2022). A quantitative study of the relationships among psychological safety, collaborative capacity, and school climate in middle-level schools (Master’s thesis, Lindenwood University).
  23. Bual, J. M., & Madrigal, D. V. (2021). Correlating the school climate and teacher leadership of Catholic schools in Antique, Philippines. Asian Journal of Education and Social Studies, 21(4), 22–34. https://doi.org/10.9734/ajess/2021/v21i43051
  24. Buquiran, J. L. B., Ma, A. J. A. F. C., Domingo, E. A., Fernández, M. E. M., & Valencia, P. L. (n.d.). Psychological safety and psychological well-being of LGBTQ+ young adults. The Research Probe, 4(2), 9–17.
  25. Caparoso, J. L., Magdato, G. R. C., Escarlos, G. S., Valendez, H. J. B., Nacario, A. B., & Geraga, E. G. (2024). Building a constructivist classroom: How social-emotional competence and school climate influence teachers’ pedagogical competence. International Journal of All Research Writings, 6(5), 182–194.
  26. Carmichael, C. L., & Mizrahi, M. (2023). Connecting cues: The role of nonverbal cues in perceived responsiveness. Current Opinion in Psychology, 53, 101663. https://doi.org/10.1016/j.copsyc.2023.101663
  27. characteristics of presence in classroom settings based on the community of inquiry framework. Sustainability, 14(10), 6103.
  28. Charteris, J., Anderson, J., & Page, A. (2024). Psychological safety in innovative learning environments: Planning for inclusive spaces. International Journal of Inclusive Education, 28(5), 688–704. https://doi.org/10.1080/13603116.2022.2075831
  29. Chen, J., Zheng, W., & Jiang, B. (2022). The impact of moral leadership on physical education teachers’ innovation behavior: The role of identification with the leader and psychological safety. Frontiers in Psychology, 13, 1030245. https://doi.org/10.3389/fpsyg.2022.1030245
  30. Clark, T. R. (2020). The 4 stages of psychological safety: Defining the path to inclusion and innovation. Berrett-Koehler Publishers.
  31. Cleofas, J. V. (2020). Student involvement, mental health, and quality of life of college students in a selected university in Manila, Philippines. International Journal of Adolescence and Youth, 25(1), 435–447. https://doi.org/10.1080/02673843.2020.1748721
  32. Coelho, V. A., Bear, G. G., & Brás, P. (2020). A multilevel analysis of the importance of school climate for the trajectories of students’ self-concept and self-esteem throughout the middle school transition. Journal of Youth and Adolescence, 49(9), 1793–1804. https://doi.org/10.1007/s10964-020-01245-2
  33. Cole, C., Jablokow, K., Mohammed, S., & Miller, S. (2023). The impact of gender on individual perceptions and team psychological safety in engineering design teams in education. Journal of Mechanical Design, 145(3), 032303. https://doi.org/10.1115/1.4053697
  34. Cuevas, J. K. L., & Landicho, L. C. (n.d.). Psychological safety, compassion fatigue, and burnout among mental health providers in higher education institutions. The Research Probe, 4(2), 9–17.
  35. Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute.
  36. Deredzai, M., & Goronga, P. (2025). Promoting trust and psychological safety in team environments: Insights for universities. In Developing Effective and High-Performing Teams in Higher Education (pp. 29-56). IGI Global.
  37. Dianati, S., & Hickman, A. (2023). Co-designing an equity, diversity, and inclusion (un)conference by and for staff and students. International Journal for Students as Partners, 7(2), 48–64. https://doi.org/10.15173/ijsap.v7i2.5398
  38. Dilbar, I. (2024). A systematic – Review of academic stress intended to improve the educational journey of learners. Methods in Psychology, 11(100163), 100163. https://doi.org/10.1016/j.metip.2024.100163
  39. Dorio, N. B., Clark, K. N., Demaray, M. K., & Doll, E. M. (2020). School climate counts: A longitudinal analysis of school climate and middle school bullying behaviors. International Journal of Bullying Prevention, 2, 292-308. https://doi.org/10.1007/s42380-020-00065-5
  40. Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons.
  41. Elpisah, N., Hasan, M., Yahya, M., Sulolipu, A. A., & Suarlin, N. (2023). Education as a strategic investment for national human resource development. In Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (pp. 207–214). https://doi.org/10.2991/978-2-38476-084-8_28
  42. Eren, Z. (2019). Investigation of safety and supportive school climate in schools according to various variables. European Journal of Education Studies. https://doi.org/10.46827/ejes.v0i0.1033
  43. Espelage, D. L., & Hong, J. S. (2019). School climate, bullying, and school violence. School Psychology Review, 50(2-3), 221-236. https://doi.org/10.1080/2372966X.2019.1675512
  44. Ferrer, J. A. B. (2021). Organizational climate of secondary schools and its relationship to the demographic variables of principals. Education Review, 10(1).
  45. Gabriel, E. C., Sison, M. H., Gazzingan, G., & Salas, R. F. (2024). Psychological safety of NEUST-SIC employees. The Research Probe, 4(2), 9-17.
  46. Gabriel, E. C., Sison, M. H., Gazzingan, G., & Salas, R. F. (2024). Psychological safety of NEUST-SIC employees. The Research Probe, 4(2), 9-17.
  47. Gamala, J. J., & Marpa, E. P. (2022). School environment and school heads’ managerial skills: Looking into their relationships to the school’s performance. International Journal on Social and Education Sciences, 4(2), 218-235. https://doi.org/10.46328/ijonses.v4i2.148
  48. Giray, L., Alcalá, M. A., Edem, J., & Sabacajan, T. M. (2022). English language anxiety among college students. International Journal of Qualitative Research, 2(1), 65-76.
  49. Giray, L., Alcalá, M. A., Edem, J., & Sabacajan, T. M. (2022). English language anxiety among college students. International Journal of Qualitative Research, 2(1), 65-76.
  50. Giray, L., Asuncion, M. K. C., Edem, J., Gumalin, D. L., Jacob, J., & Lucero, S. M. (2023). Positive and negative lessons from the hidden curriculum at a Philippine state university. Educational Process: International Journal, 12(1), 71-93. https://doi.org/10.22521/epij.2023.121.
  51. Gonda, D., Tirpáková, A., Pavlovičová, G., & Viliam Ďuriš. (2024). The role of a team psychological safety feeling in teamwork in the classroom. Heliyon, 10(18), e37618–e37618. https://doi.org/10.1016/j.heliyon.2024.e37618
  52. Grazia, V., & Molinari, L. (2021). School climate multidimensionality and measurement: A systematic literature review. Research Papers in Education, 36(5), 561-587.
  53. Gunasekera, G., Liyanagamage, N., & Fernando, M. (2021). The role of emotional intelligence in student-supervisor relationships: Implications on the psychological safety of doctoral students. The International Journal of Management Education, 19(2), 100491. https://doi.org/10.1016/j.ijme.2021.100491
  54. Guzzardo, M. T., Khosla, N., Adams, A. L., Bussmann, J. D., Engelman, A., Ingraham, N., Gamba, R., Jones-Bey, A., Moore, M. D., Toosi, N. R., & Taylor, S. (2020). “The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships. Innovative Higher Education, 46(1). https://doi.org/10.1007/s10755-020-09522-w
  55. Hanaysha, J. R., Shriedeh, F. B., & In’airat, M. (2023). Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance. International Journal of Information Management Data Insights, 3(2). https://doi.org/10.1016/j.jjimei.2023.100188
  56. Hansen, A. S., Telléus, G. K., Mohr-Jensen, C., & Lauritsen, M. B. (2021). Parent-perceived barriers to accessing services for their child’s mental health problems. Child and Adolescent Psychiatry and Mental Health, 15(1). https://doi.org/10.1186/s13034-021-00357-7
  57. Hennel, P., & Rosenkranz, C. (2021). Investigating the “socio” in socio-technical development: The case for psychological safety in agile information systems development. Project Management Journal, 52(1), 11-30. https://doi.org/10.1177/87569728211001159
  58. Hsiang-Te Tsuei, S., Lee, D., Ho, C., Regehr, G., & Nimmon, L. (2019). Exploring the construct of psychological safety in medical education. Academic Medicine, 94(11S), S28-S35. https://doi.org/10.1097/ACM.0000000000002955
  59. Huerta, M. V., Sajadi, S., Schibelius, L., Ryan, O. J., & Fisher, M. (2024). An exploration of psychological safety and conflict in first‐year engineering student teams. Journal of Engineering Education, 113(3), 635-666. https://doi.org/10.1002/jee.20383  
  60. Imran, M., & Akhtar, N. (2023). Impact of Ethical Leadership Practices on Teachers’ Psychological Safety and Performance: A Case of Primary School Heads in Karachi-Pakistan. Academy of Education and Social Sciences Review, 3(2), 172-181. https://doi.org/10.5281/zenodo.7698961
  61. Ito, A., Sato, K., Yumoto, Y., Sasaki, M., & Ogata, Y. (2022). A concept analysis of psychological safety: Further understanding for application to health care. ProQuest, 9(1), 467–489. https://doi.org/10.1002/nop2.1086
  62. Jinchang, Y. A. N. G., & Wei, Y. A. N. (2020). Relationship of mental stress of middle school students and campus safety atmosphere with psychosocial safety behaviors. Iranian Journal of Public Health, 49(4), 693.
  63. Johnson, J. A. (2022). The role of the principal in promoting positive teacher-
  64. Kim, S., Lee, H., & Connerton, T. P. (2020). How psychological safety affects team performance: mediating role of efficacy and learning behavior. Frontiers in psychology, 11, 1581.
  65. Klement, J., & Terlau, W. (2022). Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students. International journal of environmental research and public health, 19(11), 6755. https://doi.org/10.3390/ijerph19116755
  66. Kolbe, M., Eppich, W., Rudolph, J., Meguerdichian, M., Catena, H., Cripps, A., ... & Cheng, A. (2020). Managing psychological safety in debriefings: a dynamic balancing act. BMJ simulation & technology enhanced learning, 6(3), 164.
  67. Kolchik, E. (2019). Psychological Safety Of The Primary Schoolchild In The Educational Environment. European Proceedings of Social and Behavioural Sciences.
  68. Korpershoek, H., King, R. B., McInerney, D. M., Nasser, R. N., Ganotice, F. A., & Watkins, D. A. (2021). Gender and cultural differences in school motivation. Research Papers in Education, 36(1), 27-51. https://doi.org/10.1080/02671522.2020.1759662
  69. Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN. https://www.glsen.org/research/national-school-climate-survey
  70. Kyambade, M., Namuddu, R., Mugambwa, J., & Namatovu, A. (2024). I can’t express myself at work: Encouraging socially responsible leadership and psychological safety in higher education settings. Cogent Education, 11(1), 2373560. https://doi.org/10.1080/2331186X.2024.2373560
  71. LaBelle, S., & Johnson, Z. D. (2018). Student-to-student confirmation in the college classroom: The development and validation of the student-to-student confirmation scale. Communication Education, 67(2), 185-205.
  72. Lacson, J., Kilag, O. K., Sasan, J. M., Groenewald, E., Vidal, E., & Ponte, R. (2024). The crisis: An in-depth analysis of the shortage of guidance counselors and its impact on student suicide rates in Philippine schools. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 129-135.
  73. Laskowska, K., & Filipkowski, W. (2024). Student Safety in Educational Facilities in Light of Goal 4a of Agenda 2030. Sciendo. https://sciendo.com/article/10.15290/bsp.2024.29.04.08
  74. Lateef, F. (2020). Maximizing learning and creativity: Understanding psychological safety in simulation-based learning. Journal of Emergencies, Trauma, and Shock, 13(1), 5-14. https://doi.org/10.4103/0974-2700.287881
  75. Laverty, C., Kolomitro, K., & Kostyukov, J. (2023). Student perspectives on inclusive education: A framework for teaching and learning Word count: 6813 (without references). 69–92. https://www.researchgate.net/publication/368471737_
  76. Lee, M. A., Alarcon, G. M., & Capiola, A. (2022). “I Think You Are Trustworthy, Need I Say More?” The Factor Structure and Practicalities of Trustworthiness Assessment. Frontiers in Psychology, 13(8). https://doi.org/10.3389/fpsyg.2022.797443
  77. Liang, C. T., Rocchino, G. H., Gutekunst, M. H., Paulvin, C., Melo Li, K., & Elam-Snowden, T. (2020). Perspectives of respect, teacher-student relationships, and school climate among boys of color: A multifocus group study. Psychology of Men & Masculinities, 21(3), 345-354. https://doi.org/10.1037/men0000233  
  78. Lim, L. T. S., Regencia, Z. J. G., Dela Cruz, J. R. C., Ho, F. D. V., Rodolfo, M. S., Ly-Uson, J., & Baja, E. S. (2022). Assessing the effect of the COVID-19 pandemic, shift to online learning, and social media use on the mental health of college students in the Philippines: A mixed-method study protocol. PLOS ONE, 17(5), e0267555. https://doi.org/10.1371/journal.pone.0267555 
  79. Lintanga, A. J. B. J., & Rathakrishnan, B. (2024). The impact of psychosocial safety climate on public sector job satisfaction: the moderating role of organizational climate. BMC psychology, 12(1), 38.
  80. Lluz, L. P. P., Basibas, A. T., & Estudillo, A. E. (2020). Organizational climate at the University of Eastern Philippines, Pedro Rebadulla Memorial Campus, Catubig, Northern Samar. Journal of Education, Society and Behavioural Science, 33(11), 131-141. https://doi.org/10.9734/jesbs/2020/v33i111700
  81. Lobo, J. (2024). Perceived instructor’s emotional support and its mediating effect on students’ academic resilience and study engagement: In the case of a higher education institution in the Philippines. Interpersona: An International Journal on Personal Relationships, 18(2), 238-264. https://doi.org/10.5964/ijpr.v18i2.509
  82. Mabusela, T. A., Ngonyama-Ndou, T. L., & Mmako, M. M. (2024). The perceived fairness and consistency of disciplinary practices in selected police stations. SA Journal of Human Resource Management, 22(0), 11. https://doi.org/10.4102/sajhrm.v22i0.2388
  83. Madero, M. R. J. (2020). Whole person development status of students in four universities in Iloilo, Philippines: Inputs for the development of an enhanced learning environment program. Patubas, 15(1), 81-90.
  84. Madsgaard, A., & Svellingen, A. (2025). The benefits and boundaries of psychological safety in simulation-based education: an integrative review. BMC nursing, 24(1), 922. https://doi.org/10.1186/s12912-025-03575-y
  85. Maharjan, S. (n.d.). Student Mental Health and Student Management in Higher Education: Identifying the Mechanics. Schoolwork. ScholarWorks. https://scholarworks.lib.csusb.edu/etd/2124
  86. Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review. Journal of advances in medical education & professionalism, 6(3), 102.Maunder, R. E. (2018). Students’ peer relationships and their contribution to university adjustment: The need to belong in the university community. Journal of Further and Higher Education, 42(6), 756-768.
  87. Maniriho, A. (2024). Satisfaction and academic performance of undergraduate economics students. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2326707
  88. Martinez-Acosta, V. G., & Favero, C. B. (2018). A discussion of diversity and inclusivity at the institutional level: The need for a strategic plan. Journal of Undergraduate Neuroscience Education, 16(3), A252.
  89. Maunder, R. E. (2018). Students’ peer relationships and their contribution to university adjustment: The need to belong in the university community. Journal of Further and Higher Education, 42(6), 756-768. https://doi.org/10.1080/0309877X.2017.1290003
  90. Maximo, N., Stander, M. W., & Coxen, L. (2019). Authentic leadership and work engagement: The indirect effects of psychological safety and trust in supervisors. SA Journal of Industrial Psychology, 45(1), 1-11. https://doi.org/10.4102/sajip.v45i0.1587
  91. Medalla, E.J. & Musni, R.V. (2025). Exploring the roles and Challenges of guidance designates in the preparation of homeroom guidance Programs: A Qualitative study. The International Journal of Social Sciences and Humanities Invention, 12(07), 8644–8648. https://doi.org/10.18535/ijsshi/v12i07.01
  92. México V., Guégan, J.F., Suzan, G., Didier, N., Coulibaly, K., Moatti, P., & Bonpamgue.(2018) Sustainable Development Goal #3, “health and well-being”, and the need for more integrative thinking. Research Gate https://share.google/6pcdkU6P4rFZknQyz
  93. Miller, S., Marhefka, J., Heininger, K., Jablokow, K., Mohammed, S., & Ritter, S. (2019, August). The trajectory of psychological safety in engineering teams: A longitudinal exploration in engineering design education. In International Design Engineering Technical Conferences and Computers and Information in Engineering Conference (Vol. 59278, p. V007T06A026). American Society of Mechanical Engineers.
  94. Mori, Y., Tiiri, E., Khanal, P., Khakurel, J., Mishina, K., & Sourander, A. (2021). Feeling Unsafe at School and Associated Mental Health Difficulties among Children and Adolescents: A Systematic Review. Children, 8(3), 232. https://doi.org/10.3390/children8030232
  95. Neville, K. M., & Parker, T. L. (2019). The Influence of “Accessibility Cues” on Student Engagement and Interactions with African American Faculty. International Journal of Teaching and Learning in Higher Education, 31(2), 249–260. https://doi.org/and%20Learning%20in%20Higher%20Education%20%20http://www.isetl.org/ijtlhe/  
  96. Norabuena-Figueroa, R. P., Rodríguez-Orellana, H. M., Norabuena-Figueroa, E. D., & Deroncele-Acosta, A. (2025). Organizational Climate as a Key to Positive Mental Health and Academic Engagement in University Students: A Structural Equation Modeling Approach. European Journal of Investigation in Health, Psychology and Education, 15(2), 17.
  97. Pant, N., & Srivastava, S. K. (2019). The impact of spiritual intelligence, gender, and educational background on mental health among college students. Journal of Religion and Health, 58, 87-108. https://doi.org/10.1007/s10943-018-0709-5 
  98. Patil, R., Raheja, D. K., Nair, L., Deshpande, A., & Mittal, A. (2023). The Power of Psychological Safety: Investigating its Impact on Team Learning, Team Efficacy, and Team Productivity. The Open Psychology Journal, 16(1). https://doi.org/10.2174/18743501-v16-230727-2023-36
  99. Poort, I., Jansen, E., & Hofman, A. (2022). Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education. Higher Education Research & Development, 41(2), 511–526. https://doi.org/10.1080/07294360.2020.1839024
  100. Raguindin, P. Z. J., Custodio, Z. U., & Bulusan, F. (2021). Engaging, affirming, nurturing, inclusive environment: A grounded theory study in the Philippine context. IAFOR Journal of Education, 9(1), 113-131. https://doi.org/10.22492/ije.9.1.07
  101. Reaves, S., McMahon, S. D., Duffy, S. N., & Ruiz, L. (2018). The test of time: A meta-analytic review of the relation between school climate and problem behavior. Aggression and violent behavior, 39, 100-108.
  102. Reaves, S., Sweeney, M., & Murray, A. (2018). The effects of school climate on student behavior: A meta-analysis. Journal of Educational Psychology, 110(5), 606-621. https://doi.org/10.1037/edu0000202 
  103. Rehman, N., Mahmood, A., Andleeb, I., & Huang, X. (2023). Sense of Belonging and Retention in Higher Education: an Empirical Study across Chinese Universities. Cadernos de Educação Tecnologia E Sociedade, 16(4), 1067–1082. https://doi.org/10.14571/brajets.v16.n4.1067-1082
  104. Roh, Y. S., Jang, K. I., & Issenberg, S. B. (2022). Gender differences in psychological safety, academic safety, cognitive load, and debriefing satisfaction in simulation-based learning. Nurse Educator, 47(5), E109-E113. https://doi.org/10.1097/NNE.0000000000001039
  105. Rudasill, K. M., Snyder, K. E., Levinson, H., & L Adelson, J. (2018). Systems view of school climate: A theoretical framework for research. Educational psychology review, 30, 35-60.
  106. Ruiz, L. D., McMahon, S. D., & Jason, L. A. (2018). The role of neighborhood context and school climate in school‐level academic achievement. American journal of community psychology, 61(3-4), 296-309.
  107. Ruiz, R. A., Abarca, C. A., & Cruz, J. A. (2018). Neighborhood context, school climate, and academic achievement: A study of Mexican-American adolescents. Journal of Youth and Adolescence, 47(10), 2035-2048. https://doi.org/10.1007/s10964-018-0901-8
  108. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a self-determination Theory perspective: Definitions, theory, practices, and Future Directions. Contemporary Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860
  109. Shackleton, N., Bonell, C., Jamal, F., Allen, E., Mathiot, A., Elbourne, D., & Viner, R. (2019). Teacher burnout and contextual and compositional elements of school environment. Journal of School Health, 89(12), 977-993. https://doi.org/10.1111/josh.12857
  110. Shean, M., & Mander, D. (2020). Building emotional safety for students in school environments: Challenges and opportunities. In Health and Education Interdependence: Thriving from Birth to Adulthood (pp. 225-248).
  111. Slusareva, E., & Dontsov, A. (2019). Psychological safety of an inclusive educational environment: Criteria, content, and assessment methods. In 2019 2nd International Conference on Contemporary Education and Economic Development (pp. 236-242).
  112. Soares, A. E., & Lopes, M. P. (2020). Are your students safe to learn? The role of the lecturer’s authentic leadership in the creation of psychologically safe environments and its impact on academic performance. Active Learning in Higher Education, 21(1), 65-78.   https://doi.org/10.1177/1469787419829022
  113. Spomer, K. (2022). Psychological Safety and Academic Performance: A Quantitative Correlational Study (Doctoral dissertation, Grand Canyon University). Berestok, O. Impact of Increased Risk Conditions on Emotional Component of Psychological Aspect of Safe Educational Environment: Case Study.
  114. Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for all students. Routledge. student relationships as a component of a positive school climate
  115. Torralba, K. D., Jose, D., & Byrne, J. (2020). Psychological safety, the hidden curriculum, and ambiguity in medicine. Clinical Rheumatology, 39, 667-671. https://doi.org/10.1007/s10067-020-05008-3
  116. Trinidad, J. E. (2020). Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018. International Journal of Educational Development, 75, 102174. https://doi.org/10.1016/j.ijedudev.2020.102174
  117. Tu, X. (2021). The role of classroom culture and psychological safety in EFL students’ engagement. Frontiers in Psychology, 12, 760903.
  118. Unterhalter, E. (2019). The many Meanings of Quality Education: Politics of targets and indicators in SDG4. Global Policy, 10(S1), 39–51. https://doi.org/10.1111/1758-5899.1259
  119. Wang, C., & Ning, Y. (2024). The employee’s perception of psychological safety: construct dimensions, scale development and validation. BMC psychology, 12(1), 770.
  120. Wang, J., Aaron, A., Baidya, A., Chan, C., Wetzler, E., Savage, K., ... & Kang, Y. (2021). Gender differences in psychosocial status of adolescents during COVID-19: A six-country cross-sectional survey in Asia Pacific. BMC Public Health, 21, 1-18. https://doi.org/10.1186/s12889-021-10908-4
  121. Weiner, J., Francois, C., Stone-Johnson, C., & Childs, J. (2021, January). Keep safe, keep learning: principals’ role in creating psychological safety and organizational learning during the COVID-19 pandemic. In Frontiers in Education (Vol. 5, p. 618483). Frontiers Media SA. https://doi.org/10.3389/feduc.2020.618483
  122. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202.
  123. Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018). Emotional support, social goals, and classroom behavior: A multilevel, multisite study. Journal of Educational Psychology, 110(5), 611.
  124. Williams, S., Schneider, M., Wornell, C., & Langhinrichsen-Rohling, J. (2018). Students’ perceptions of school safety: It is not just about being bullied. The Journal of School Nursing, 34(4), 319-330.
  125. Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International journal of educational research, 43(1-2), 6-24.Xie, R., Jiang, J., Yue, L., Ye, L., An, D., & Liu, Y. (2022). Under psychological safety climate: The beneficial effects of teacher–student conflict. International Journal of Environmental Research and Public Health, 19(15), 9300.   https://doi.org/10.3390/ijerph19159300
  126. Yang, C., Sharkey, J. D., Reed, L. A., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. School psychology quarterly, 33(1), 54.
  127. Yin, J., Ma, Z., Yu, H., Jia, M., & Liao, G. (2020). Transformational leadership and employee knowledge sharing: Explore the mediating roles of psychological safety and team efficacy. Journal of Knowledge Management, 24(2), 150-171. https://doi.org/10.1108/JKM-04-2019-0251 
  128. Zeng, Y., Isleem, H. F., Tejani, G. G., Jahami, A., & Alnowibet, K. A. (2025). Examining the impact of culturally responsive teaching and identity affirmation on student outcomes: A mixed-methods study in diverse educational settings. International Journal of Educational Development, 117(9), 103376. https://doi.org/10.1016/j.ijedudev.2025.103376
  129. Zhi, H., Zhang, D., & Yao, N. (2022). Research on the correlation mechanism of psychological safety, relational identification, and young teachers’ engagement in university. Open Journal of Social Sciences, 10(11), 51-68. https://doi.org/10.4236/jss.2022.101104
  130. Zou, J., & Zhang, S. (2022). Using student feedback to analyze the
  131. Zysberg, L., & Schwabsky, N. (2021). School climate, academic self-efficacy, and student achievement. Educational Psychology, 41(4), 467-482. https://doi.org/10.1080/01443410.2020.1768962  

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic