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University students’ subjective assessment of the safety of their educational institution is an indispensable condition for their professional formation, the acquisition of skills and experience, and personal development, all taken in the context of substantive and social interaction. Safety is ensured by a system of relations and above all, by the relationship between the teacher and the student in the context of educational and professional activities. This article presents the results of a study of psychological safety based on a subjective assessment of the components of the “teacherstudent” dyad. We conclude that there are three key factors threatening students’ sense of security in their educational environment: teacher’s professional qualities, his or her personal characteristics and interpersonal interaction with him or her. Psychological safety indicators were examined using a research methodology with a three-set structure: the professional characteristics of the teacher (for example, clear, logical, understandable explanations; does he or she arouse and maintain interest; are his or her explanations boring or incomprehensible, etc.); personal qualities (is he or she erudite, demanding, indifferent; arrogant, etc.); his or her communicative skills and the dominant attitude of the teacher towards students (sympathy, indifference, courtesy, tact, etc.). The data obtained indicate that the most common subjective sensation of psychological violence is associated with threats posed in each of the three components of the teacher-student dyad. The analysis of the results showed that the most significant subjective components are: boring, incomprehensible and uninteresting explanation of the teaching material by the teacher; teachers’ indifference, misunderstanding and arrogance; indifference to interacting with students as a demonstration of neglect and hostility towards them. Subjectively, the student’s most traumatic experiences in the university are associated with devaluation of their personality by the teacher and indifference, which leads to an experience of discomfort and psychological violence. Dedicated psychological assistance in formation of personal resources among students is one of the most effective ways of providing psychological and pedagogical support for a safe and comfortable educational university environment.

Students’ subjective assessment of psychological safety in universities