Safe teaching as compensatory practice: relational potential and barriers for vulnerable students in European classrooms

Abstract

Este estudio analiza cómo docentes de seis países europeos comprenden y practican la Enseñanza Segura, entendida como un conjunto de acciones pedagógicas basadas en la teoría del apego destinadas a promover relaciones seguras entre docentes y estudiantes. Participaron 90 profesores de 13 centros de Bulgaria, Italia, Lituania, Polonia, Portugal y España mediante grupos focales y un análisis de contenido en el marco de la investigación-acción participativa. Los resultados muestran que la Enseñanza Segura integra comunicación abierta, confianza, estructura e individualización y posee especial potencial compensatorio para estudiantes vulnerables. Sin embargo, estos alumnos pueden presentar mayores dificultades para establecer vínculos seguros. También destacan como factores fundamentales la autenticidad y competencia socioemocional del profesorado y el apoyo de compañeros, familias e instituciones.

This study investigates how teachers across six European countries understand and practise Safe Teaching — a set of pedagogical actions rooted in attachment theory designed to foster secure teacher-student relationships. Conducted with 90 teachers from 13 schools in Bulgaria, Italy, Lithuania, Poland, Portugal, and Spain, the research employed focus groups and two-tier content analysis within a Participatory Action Research framework. Findings indicate that teachers understand Safe Teaching as a multidimensional practice encompassing open communication, trust, structure, and individualisation, and suggest its particular compensatory potential for vulnerable students. However, the study also identifies a structural obstacle: students who would benefit most may be the most difficult to bond with. Teacher authenticity, socio-emotional competence, and collegial, family, and institutional support emerge as essential conditions.