Belonging Matters Most: Predictors of Students’ Sense of Safety at School

Students’ sense of safety at school is an important dimension of school climate and student well-being; however, the factors shaping perceived safety remain insufficiently understood. This study examined the extent to which social, emotional, and contextual factors predict students’ sense of safety at school using data from the OECD PISA 2022 assessment in Lithuania (N = 7257). Structural equation modeling (SEM) was employed to analyze the relationships between students’ sense of safety and school belonging, teacher–student relationships, bullying, school safety risks, stress resistance, life satisfaction, socio-economic status, and gender. The findings suggest that students’ sense of belonging was the strongest predictor of perceived safety. Positive teacher–student relationships, higher life satisfaction, and greater stress resistance were also positively associated with students’ sense of safety, whereas bullying and school safety risks were negatively associated with perceived safety. Socio-economic status and gender demonstrated comparatively weaker effects. Overall, the findings suggest that students’ sense of safety is shaped primarily by relational and psychosocial experiences rather than by background characteristics or the mere absence of risk. The study provides preliminary evidence supporting the importance of fostering inclusive and supportive school environments to strengthen students’ perceived safety.