Antti Harjunmaa, Kaarina Määttä, Satu Uusiautti


A substantial part of the teacher’s work is focused on creating a safe learning environment. In this research, the purpose was to create a set of tools and a framework for developing a socio-emotionally safe learning environment in the classroom. In this article, we introduce how the model was created, tested, and developed through an action research approach. In three consecutive development cycles, a total of 29 elementary school teachers, 7 special education teachers, 32 subject teachers, and five principals participated. The cycles were implemented in elementary schools, middle schools, and comprehensive schools in two different cities from 2014 to 2021. The data was collected through observations of classroom situations, diaries, as well as survey and interview methods. As the result, the Learn-Group-Limits (LGL) framework with practical methods for creating a socio-emotionally safe learning environment is presented and discussed.


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 socio-emotionally safe learning environment, teacher’s work, action research, school development

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DOI: http://dx.doi.org/10.46827/ejse.v10i2.5225

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