From Psychological Safety to Academic Flourishing: Explaining the Roles of School Climate, Sense of Belonging, and Teacher Support in Student Resilience

Abstract

Schools are not merely environments for knowledge transmission; they are psychological and social settings that can foster students’ development, belonging, and flourishing. This study proposes a structural model explaining the relationships among psychological safety, school climate, perceived teacher support, sense of school belonging, and academic resilience. The target population will consist of secondary school students, with data collected through standardized questionnaires and semi-structured interviews. Structural equation modeling will be used to examine the direct and indirect relationships among the variables. The qualitative component will explore students’ lived experiences of acceptance, exclusion, support, and safety within the school environment. Sense of belonging and perceived teacher support are expected to mediate the relationship between school climate and academic resilience. The findings may contribute to the development of supportive school environments, the prevention of academic burnout, and the improvement of students’ psychological and educational adjustment.