A sense of security at school is a fundamental factor influencing students’ emotional well-being, academic performance, and teachers’ professional satisfaction. This study examines the issue of (in)security in schools using findings from major international comparative assessments, including the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), the Teaching and Learning International Survey (TALIS), and the Health Behaviour in School-aged Children (HBSC) study.
This research is based on secondary data analysis from these international studies, focusing on European countries. A quantitative research design was employed, incorporating statistical data analysis to identify key factors contributing to feelings of insecurity among students and teachers. The study explores how various socio-economic, cultural, and institutional variables correlate with perceptions of (in)security. Correlational analysis was conducted to examine the relationships between insecurity and factors such as school climate, peer and teacher relationships, perceptions of justice, and exposure to violence or discrimination.
The findings indicate that, for students, major sources of insecurity include bullying, physical and psychological violence, social exclusion, and an unsupportive school environment. These challenges are often exacerbated by socio-economic disparities, family background, school location, and prevailing societal norms. For teachers, insecurity typically stems from student or parent aggression, unclear school safety policies, excessive workload, and limited administrative support. Persistent insecurity is closely linked to heightened stress levels, burnout, and an increased likelihood of teachers leaving the profession.
Nonetheless, many educational systems are actively addressing this issue. Countries are implementing various strategies to enhance school safety, such as strengthening social and emotional learning (SEL), improving teachers’ psychological preparedness, and developing effective support systems. By systematically analysing international datasets, this study provides evidence-based recommendations on how school security can be improved through both preventive measures and the promotion of an inclusive, respectful school culture that engages all stakeholders—students, teachers, parents, and policymakers.

Keywords: Students, teachers, (in)safety at school, PISA, TALIS.