The sense of security and comfort (SSC) (in German, Dutch, and Afrikaans called “Geborgenheit”) is understood as a feeling of being sheltered and protected, experienced as inner safety and contentment which is accompanied by acceptance and trust (Frick-Baer, 2012). As a secondary, socially constructed emotion it develops through socialization and education in early childhood and is closely tied to positive relationship experiences and the internalization of trust (Höflich, 2019). According to Mierau (2016), the sense of security and comfort encompasses everything that provides protection, nurtures with care, and conveys loving attention, while also fostering warmth and affection, and ultimately serving as a fundamental precursor for secure attachment. Furthermore, this emotion enables self-reflection and critical engagement, making it a fundamental prerequisite for educational processes (Huber & Herrmann, 2022). It is therefore not surprising that the sense of security and comfort (SSC) is described as a general basic need and the longing for it as transculturally universal (Mogel, 2016). 

Considering recent research, the benefits of the SSC in educational settings are increasingly recognized, highlighting their significance and the need for empirical investigation: Hall (2016) observed in a qualitative case study on parental involvement in schools that fostering the SSC correlates with improved academic performance, a more positive perception of school, and enhanced motivation; additionally, it appears to support a more positive classroom environment and promote better peer interactions. In a mixed-methods video study exploring the impact of students' emotions on their educational pathways, Huber (2020) found that a heightened SSC in schools contributes to overall well-being, both mental and physical. In the context of schooling the SSC also fosters greater self-confidence, encourages exploratory behavior, and enhances the willingness the perform (Huber, 2020). In their theoretical framework on emotional safety in schools, Shean and Mander (2020), highlighted the critical role of a well-structured learning environment in fostering student well-being. They argued that a high level of the SSC in students goes hand-in-hand with enhanced identity formation, improved learning outcomes, and greater self-esteem. Conversely, they noted that unsafe and insecure environments can contribute to heightened stress, decreased attendance, and reduced academic engagement (Shean & Mander, 2020).

In a recent validation study on the measurement of the SSC in compulsory education, four central dimensions of this latent construct were identified: the factor “School SSC”, that illustrates the structure of the institutional framework, in contrast to the (inter)personal level; the factors “Teacher SSC” and “Classmates SSC,” which refer to the importance of the social framework for the experience of the SSC in school; and the “Insufficient SSC” factor in the context of negative school experiences, which refers to the danger of difficult developmental conditions and negative experiences for the SSC (Huber & Helm, 2024). The study further highlighted that across all four dimensions of the SSC, beside school track, school type and gender, variables such as the family context, students' positive attitudes toward school, and their self-efficacy emerged as strong and statistically significant predictors of the SSC (Huber & Helm, 2024). 

Despite growing evidence on the role of the sense of security and comfort (SSC) for students and the possibility to measure it in compulsory education, little is known about how teachers can foster this important emotion in school respectively, what is needed, that students experience the SSC in the classroom. Addressing this research gap, the present study explores the question: Which influencing factors are particularly relevant for the students’ experience of the sense of security and comfort (SSC) in school and classroom settings, and what implications arise for teaching practices and school development?

This study is part of an Austrian mixed-method research project about the significance of SSC in education (called “GSV Bildung”). Based on a broad quantitative questionnaire study a qualitative investigation that analyses the factors influencing the sense of security and comfort in the school context will be presented. In order to address the aforementioned research question, semi-structured expert interviews were conducted with teachers (N=40). This approach was adopted to ensure both structured comparability across interviews and to facilitate open and in-depth exploration of teachers' subjective experiences (Bogner, Littig, & Menz, 2009). Of particular importance here is the sampling strategy: By contrasting the results of the quantitative pre-study with 87 school classes (n=1462), only those teachers were selected for the interview study, whose pupils experience the highest level of the SSC in the classroom, which allows for the attribution of expert status to the interviewed teachers. The interviews were audio-recorded, transcribed, and anonymized; the average duration of the interviews was 75 minutes. Qualitative content analysis was applied to systematically reduce and structure the material in a rule-based manner, as described by Mayring (2014). The “content structuring qualitative content analysis” process followed a deductive-inductive approach (Kuckartz, 2023). The four overarching dimensions from the quantitative findings of the initial phase formed the basis for 12 deductive main categories. Concurrently, the interviews’ flexible format enabled the inductive emergence of subcategories (Hopf, 2013). These subcategories were then identified within the data set to capture emergent themes. In total 4151 coded text segments were then analyzed to identify systematic patterns and relationships (Kuckartz, 2023), using MAXQDA as software support. In order to ensure the scientific quality of the study, measures were taken to fulfil the qualitative research criteria outlined by Lincoln and Guba (1985). Credibility and intercoder reliability were ensured through methodological reflection within the research team. The dependability of the study was ensured through the transparent documentation of the coding process, which ensured intersubjective traceability. Finally, transferability was facilitated through detailed case descriptions to allow for context-related generalization of the findings.

The findings confirm that interpersonal relationships are the most significant determinant, with student-peer interactions playing a particularly central role. Friendships, close relationships, position within the class group, and regular exchange were identified as key elements for teachers fostering the SSC. The student-teacher relationship emerged as the second most influential factor, particularly in relation to boundary setting, relationship structures, and respect, which can be facilitated by teachers through social-emotional competences, teaching style, and pedagogical approach. Conversely, negative emotions, including fear, loneliness, and aversion emerged as major risks for students’ SSC. Individual negative experiences, such as bullying, social isolation, and punishment were also identified as crucial. Beyond the confines of the school environment, the family milieu emerged as a pivotal factor; especially secure attachments to primary caregivers and emotional support served as protective factors. Despite the preponderance of emotional and intersubjective factors over management-based factors, within the context of discipline and behavior management, the significance of rituals and routines in quotidian school life is particularly salient for students’ SSC. In addition, some of the inductively generated themes emphasized further complexity: There was a strong advocacy for social-emotional learning, particularly in the form of structured lessons, as a crucial factor for students’ well-being. Furthermore, teachers noted the increasing relevance of social media in student relationships, acknowledging their limited ability to regulate online interactions, which can escalate conflicts and reinforce social exclusion. These findings emphasize the necessity for practical interventions, such as the formulation of teacher guidelines, the incorporation of social-emotional competence training within teacher education programs and the integration of a so-called social lesson into the curricula of compulsory schools. Addressing these aspects could help to create a school environment where students experience a greater sense of security and comfort, fostering their overall well-being and academic success.

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