Terminology of School Education Safety and Resilience: Historical Genesis and Conceptual Analysis

- Джурило, Аліна Петрівна (orcid.org/0000-0002-5129-6724) (2026) Terminology of School Education Safety and Resilience: Historical Genesis and Conceptual Analysis Вісник Міжнародного економіко-гуманітарного університету імені академіка Степана Дем'янчука. Серія: Педагогіка та психологія, 1. pp. 91-101. ISSN 3041-2021

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Abstract

The article conducts a comprehensive historical-genetic and conceptual analysis of the terminology related to the security and resilience of school education in the scientific discourse. The relevance of the study is driven by the rapid increase in humanitarian crises, armed conflicts, pandemics, and natural disasters, which significantly impact educational systems. The evolution of key concepts is traced – from “school safety” (school security) and “safe schools” (safe schools), which emerged as a reaction to school violence in the USA at the end of the 20th century (the Columbine school shooting in 1999), to broader terms such as “education in emergencies” (education in emergencies), “educational resilience” (educational resilience), “disaster risk reduction in education” (disaster risk reduction in education), and “trauma-informed approach” (trauma-informed approach). It is established that security terminology initially formed in response to local threats, but later acquired a global dimension, integrating into humanitarian and sustainable discourses, particularly within the Comprehensive School Safety Framework and Education for Sustainable Development. The article analyzes the relationship between the concepts of “stability” and “resilience” in the contemporary Ukrainian context: stability emphasizes internal stability and long-term adaptation, while resilience highlights the dynamic process of recovery and transformation after shocks. Their semantic differences, levels of application (individual, institutional, systemic), and impact on the formation of competencies in education seekers are outlined. It is proven that the modern understanding of school education security extends far beyond physical protection (shelters, security) and encompasses psychosocial (mental health support), institutional (educational continuity), and normative aspects (legislation on education in crises). An attempt is made to systematize fragmented terminology and adapt it to the wartime context. The obtained results can serve as a theoretical foundation for improving Ukraine’s educational policy in conditions of war and post-war reconstruction.

Item Type:	Article
Keywords:	school safety, educational resilience, education in emergencies, trauma-informed approach, disaster risk reduction, sustainable education systems.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.06 Social problems. Human contacts, relationships Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	Аліна Петрівна Джурило
Date Deposited:	22 Jun 2026 09:25
Last Modified:	22 Jun 2026 09:25
URI:	https://lib.iitta.gov.ua/id/eprint/749602

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