TERMINOLOGY OF SCHOOL EDUCATION SAFETY AND RESILIENCE: HISTORICAL GENESIS AND CONCEPTUAL ANALYSIS
DOI:
https://doi.org/10.32782/3041-2021/2026-1-12Keywords:
school safety, educational resilience, education in emergencies, trauma-informed approach, disaster risk reduction, sustainable education systemsAbstract
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 – а from “school safety and “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”, “educational resilience”, “disaster risk reduction in education”, and “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 to systematize fragmented terminology and adapt it to the wartime context is made. The obtained results can serve as a theoretical foundation for improving Ukraine’s educational policy in conditions of war and post-war reconstruction.
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