Understanding how children and adolescents perceive safety within school environments is critical for preventing abuse and promoting wellbeing. This study draws on data from the Children and Young People's Safety Survey (n = 4,407), focusing on students' perceptions of safety across five domains: child-informed perceptions of school safety climate, confidence in adults to respond to safety concerns in adult and peer-based situations which might make them feel unsafe, and interpersonal barriers to seeking help in such a situation. Associations between these perceptions of safety and psychological wellbeing were examined alongside regression models investigating which aspects of safety predicted which aspects of wellbeing or difficulties.
Multivariate analyses revealed that child-informed perception of school safety climate was consistently and significantly associated with lower emotional symptoms, conduct problems, hyperactivity, peer difficulties, and total SDQ difficulties, as well as higher prosocial behaviour and wellbeing scores. In contrast, confidence in adults to respond to safety concerns in peer or adult-based situations showed weaker or non-significant associations with wellbeing outcomes. Fewer barriers to seeking help when feeling unsafe was significantly associated with lower psychological difficulties and higher wellbeing, underscoring the importance of teachers and other school staff being available, caring, and willing to listen.
These findings highlight the centrality of school-based safety in shaping young people's emotional and behavioural wellbeing. For psychologists working in educational settings, the results underscore the need to assess and address students' subjective safety experiences—not only through individual support but also via systemic interventions that enhance protective school climates. The study supports the integration of safeguarding frameworks into psychological practice and school policy, with implications for training, prevention, and early intervention.