Instructions for the Safe Teaching Training Program

Brief Introduction

If you’ve already watched the introductory video, we hope it helped you get started.

As you can see, the training is divided into three modules, each containing central topics that you’ll need to complete to receive your diploma:

Module 1: Safe Teacher

• Topic 1. Well-Being and Stress
• Topic 2. Teacher’s self-efficacy
• Topic 3. Teacher Identity and Social Vocation

Module 2: Safe Teaching Skills

• Topic 4. Safe teaching skills
• Topic 5. Safe teaching skills in diversity

Module 3: Safe Teaching Relationships

• Topic 6. Safe teaching relationships with students
• Topic 7. Safe teaching relationships with other adults

After completing each topic, you’ll find a short evaluation to help you review what you’ve learned. At the top of this page, you can select your language to complete the training. If you see any additional materials or links, please choose the ones available in your selected language.

Which are the central modules?

You might be wondering how to identify the central topics. It’s very easy — you can tell them apart by their color:

• Green topics are the central ones.
• Grey topics are the optional ones.

In total, there are seven central topics in this training. Each topic is designed to take no more than 20-30 minutes, plus a short evaluation at the end. Altogether, the full training will take about four hours to complete.

When you finalise this training

When you finish your training, it’s very important that you complete the final feedback survey. We are currently piloting this training, and your opinion will be essential to help us improve it. Thank you very much for taking the time to share your feedback!

Why Safe Education matters

Learning as relational process

Learning is much more than the accumulation of information. It is an interpersonal process that unfolds within the framework of relationships. Without relationship, learning does not truly happen—or at least not the kind of learning we aim for in our schools: meaningful, holistic, and human learning.

Alongside the “technologies of learning,” it is essential to recognise and attend to the relational dimension of what happens in the classroom. Every moment of connection—or disconnection—between teacher and student shapes the climate of learning.

Since the 1950s, Attachment Theory has provided a powerful framework for understanding this relational foundation of development and education. It teaches us that the base of psychological growth is the early emotional bond—the attachment relationship—that children form with caregivers who offer them safety, comfort, and encouragement.

Although these primary relationships develop in the first years of life, the need for security continues “from the cradle to the grave.” At school, teachers can become attachment-like figures, offering the emotional climate children need to feel safe enough to explore, think, and learn.

Why Safe Education matters

What does “Safe Education” mean?

Safe education is not a specific teaching technique. It is a way of being with students—teaching from a place where you, as a teacher, feel confident and regulated enough to offer safety to your students, helping them feel protected, seen, and ready to learn.

To offer safety means to embody two complementary roles for your students:

A Safe Haven – You provide emotional support and stability when students experience distress, failure, or confusion. You are a calm presence that helps them regulate and recover.

A Secure Base – You encourage exploration, curiosity, and autonomy. You trust their abilities and motivate them to take on challenges, knowing you will be there if things get hard.

Children and adolescents cannot explore or self-regulate entirely on their own. They learn best when the adults around them alternate between comforting and encouraging, depending on their signals and needs. In this dynamic, safety becomes the starting point for learning.

Why Safe Education matters

The science behind safety and learning

Security is a biological and universal human need. It is linked to survival and represents the cornerstone of development.

A child who feels safe tends to feel:

• Valuable – “I matter.”
• Competent – “I can do things and make things happen.”
• Curious – “The world is interesting and welcoming.”

These beliefs nurture motivation, emotional regulation, and openness to learning. In contrast, when a child feels unsafe or disconnected, the body activates stress responses that block curiosity and memory.

Our model

The Let’s Care Safe Education Model views safety as the core condition for learning, teaching, and school development. It recognises that vulnerability and insecurity can block curiosity, motivation, and growth—while safe relationships, environments, and practices unlock the potential for learning and well-being.

At its heart, the model proposes that a safe learner grows within a safe teaching relationship, inside a safe school, governed by safe educational policies. These four interconnected layers represent the ecology of safety in education:

• Safe Learning – The innermost circle represents the student. Learning can only flourish when students experience emotional regulation, trust, and connection.
  • Key elements: Safe functioning, safe relationships, safe learner
• Safe Teaching – Around the learner stands the teacher, who becomes a secure base and a safe haven for students.
  • Key elements: Safe teacher, safe teaching relationships, safe teaching skills.
• Safe School – A strong, kind, and wise school culture supports teachers in providing safety. Leadership, peer support, and consistent values create a climate where teachers and students can thrive.
  • Key elements: Strong school, kind school, wise school.
• Safe Education – The outer layer ensures that the whole educational system—through its policies and development plans—protects and promotes well-being and inclusion for all.
  • Key elements: School safe policies, school development policies.

The model emphasises that vulnerability—whether personal, social, or systemic—can only be transformed into positive school outcomes through this multilayered safety process. Each layer supports the next: a safe policy enables a safe school; a safe school enables safe teaching; and safe teaching enables safe learning.

In short, safety is not the goal—it is the pathway that makes every other goal possible.

Technical Instructions:

The “Save Teaching Training Program” is divided into single parts that can be completed separately. Please note that the individual parts must be completed in sequence. However, there is no time limit for when a part must be started.  After clicking the “Submit” button at the end of a part, the answers will be stored for further evaluation, and the section will be considered successfully completed. This is also indicated on the training page by “Part x is done.”

Save Progress: If you are unable to finish a part of the “Save Teaching Training Program”, you can resume at any time from where you left off.  To ensure the proper functioning of the Save Progress function, make sure that:

• The same device is used consistently.
• Several people are not working on the same device under the same user account at the same time.
• The browser cache is not cleared while working on the “Save Teaching Training Program”.
• Incognito mode is not used.

If you don’t have your own device and are using a public computer, it is recommended that you clear your browser cache or use incognito mode for data protection reasons. In this scenario, progress cannot be saved and the parts must be completed in one turn.

Repeat Training Part: It is possible to repeat parts of the “Save Teaching Training Program” that have already been completed. Repetition is only possible for parts that have already been completed. Once a part has been completed, it is added to the “Repeat Training Part” list. Repetition is possible as often as desired. Once a part has been selected for repetition, the answers submitted are saved and can be edited. To ensure that you have access to your previous answers, make sure that:

• The same device is used consistently.
• Several people are not working on the same device under the same user account at the same time.
• The browser cache is not cleared while working on the “Save Teaching Training Program”.
• Incognito mode is not used.

It is also possible to clear the entire form using the reset function at the end of the part. In such cases, all answers will be deleted and cannot be restored.

If you want to submit updated answers, it is important to click the Submit button at the end of the form. If you do not want to resubmit your answers, simply close the form or click the back button in your browser.