Perceptions of (In)Security in Portuguese Schools: A Multidimensional Approach to Safety and Youth Development
DOI:
https://doi.org/10.14738/assrj.1308.12122Keywords:
School Safety, Positive Youth Development, Risk and Protective Factors, Socio-emotional Competencies, Perceived Security, School ClimateAbstract
Introduction: School safety plays a crucial role in fostering a healthy learning environment and supporting Positive Youth Development (PYD), encompassing physical, emotional, and social dimensions of well-being. This study aimed to explore and characterize the perception of safety in Portuguese schools, identifying key risk and protective factors to inform action-oriented recommendations. Methods: The study involved 3,083 students from lower and upper secondary schools in Portugal (49.5% male; mean age = 13.6), as part of the Psychological Health and Well-being Observatory (OSPBE/DGEEC). A multidimensional model of school safety perception was assessed, considering socio-emotional competencies, school environment, and mental health indicators. Results: Statistically significant differences in perceived school safety were found across gender and educational levels, with girls and younger students (5th and 6th grades) reporting higher levels of perceived safety. A linear regression model explained 25.9% of the variance in school safety perception. Protective factors included younger age, higher curiosity (from the SSES), stronger student–teacher relationships, and a positive school climate. Conversely, bullying, depressive symptoms, and stress were associated with lower perceptions of safety. Within the PYD framework, the Connection dimension emerged as a significant protective factor. Other variables did not show statistically significant associations. Conclusion: These findings highlight the multifaceted nature of school safety, reinforcing the importance of emotional and relational dimensions alongside physical security. Implications include the need for school-based interventions that foster positive relationships, emotional support, and youth engagement, particularly during critical educational transitions. The study also offers actionable insights for institutional and policy-level responses to ensure safer and more inclusive school environments that promote student well-being and development.
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Copyright (c) 2026 Marta Reis, Catarina Noronha, Gina Tomé, Marina Carvalho, Nuno Neto Rodrigues, Margarida Gaspar de Matos
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