International Journal of Human Research and Social Science Studies

This study examines how elementary teachers conceptualize classroom safe spaces and the practices, conditions, and professional support they report. A descriptive survey involved 46 volunteer teachers from at least 21 public and private schools in the northern Philippines. Guidance counselors reviewed the questionnaire, which was pilot-tested with five teachers excluded from the main sample. Categorical and multiple-response items and five agreement items were analyzed using descriptive statistics and exploratory nonparametric comparisons. Emotional support or inclusion was the preferred definition of safe spaces for 80.4% of respondents, and 89.1% selected communication and trust as important elements. Although 91.3% reported always implementing safe-space strategies, selections varied across classroom rules (80.4%), open dialogue (76.1%), and explicit social-emotional learning instruction (41.3%). Managing diverse student needs was the most frequently recorded challenge (52.2%). More than half reported no formal safe-space training, and collaboration with counselors or mental health professionals was the most frequently selected support (39.1%). School sector and teaching experience overlapped substantially, limiting interpretation of exploratory comparisons. These findings distinguish reported implementation frequency from the specific practices and support priorities described by teachers. They identify areas for local assessment of teacher development, consultation, and referral arrangements, while the voluntary sample and reliance on self-reports limit generalization and do not establish the effectiveness of classroom practices.

classroom safety, elementary teachers, school climate, professional support, school counseling, Philippines

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