'Safe Space' An Exploration of the Term within Psychological and Educational Literature and Gaining the Views of Children and their Parents

Abstract

‘Safe Space’ is an often-used but rarely explored term within education. This thesis aims to explore the use of the term firstly within literature related to schools in both educational and psychological journals, and then the meaning of the term to specific individuals, through interviews of parents and children, within the context of the COVID-19 pandemic. In phase one, a systematic literature review was conducted, exploring how ‘safe spaces’ for children and young people were described and discussed in in educational and psychological literature between 2005 and 2020; 14 studies were included in a thematic synthesis which found five common themes. These were ‘physical aspects’, ‘emotional and psychological safety’, ‘relational aspects’, ‘adult facilitation’ and “peace amongst chaos” for marginalised groups’. In phase two, parent and child interviews were conducted on the topic of ‘safe spaces’ for children and young people; ten child interviews were conducted ‘by proxy’ through parental participation. Data were analysed using thematic analysis. Findings highlighted the importance of relationships with people, pets, special objects and the importance of play to children. Parents additionally highlighted the importance of personalised approaches at school for their child’s feelings of safety. Links are made across both the phases regarding features of ‘safe spaces’, and a model is presented which highlights the transcendental nature of ‘safe spaces’ for children.