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<p>The study aimed to assess the levels of safety culture and examine the factors associated with the safety culture components: (i) Safety values and beliefs (SVB), (ii) Safety attitudes and awareness (SAA), and (iii) Safety behaviors (SB). A self-administered descriptive structured questionnaire with an 11-item scale for safety values and beliefs, a 13-item scale for safety attitudes and awareness, and another 13-item safety behaviors scale was utilized. Data from 1951 students in classes IX to XII were collected nationwide by an online survey. The study respondents showed high levels of safety values and beliefs (Mean = 3.91; Standard Deviation = 0.48), safety attitudes and awareness (<i>M</i> = 3.86; SD = 0.52), and safety behaviors (<i>M</i> = 3.87; SD = 0.55) on a 1 to 5-point scale. SAA and SB scores were strongly correlated (<i>r</i> = 0.701), whereas SVB and SAA scores were moderately correlated (<i>r</i> = 0.494). Gender, marital status, study medium, school types, vehicles used, physical disability, and disaster experience were significantly associated with SVB scores. The use of gadgets for students’ study was significantly associated with SAA scores. In addition, school types and study medium were significantly associated with SB scores. Moreover, department (study group) and school location were statistically significantly associated with students’ SVB, SAA, and SB scores. School authorities are expected to implement inclusive safety activities, including curriculum-based case discussions, targeted seminars, accessible drills, and student-led safety initiatives, to enhance students’ safety values, attitudes, and daily safety behaviors.</p>

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Factors influencing safety culture among secondary and higher secondary students in Bangladesh: a nationwide online survey

  • 期刊论文

  • 发表日期：

    2026年1月14日

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  • Md. Khalid Hasan,
  • Tahmina Bintay Younos,
  • Mohammad Shabbir Mahtab Amin,
  • Zarin Lamisa,
  • Abu Talha

摘要

The study aimed to assess the levels of safety culture and examine the factors associated with the safety culture components: (i) Safety values and beliefs (SVB), (ii) Safety attitudes and awareness (SAA), and (iii) Safety behaviors (SB). A self-administered descriptive structured questionnaire with an 11-item scale for safety values and beliefs, a 13-item scale for safety attitudes and awareness, and another 13-item safety behaviors scale was utilized. Data from 1951 students in classes IX to XII were collected nationwide by an online survey. The study respondents showed high levels of safety values and beliefs (Mean = 3.91; Standard Deviation = 0.48), safety attitudes and awareness (M = 3.86; SD = 0.52), and safety behaviors (M = 3.87; SD = 0.55) on a 1 to 5-point scale. SAA and SB scores were strongly correlated (r = 0.701), whereas SVB and SAA scores were moderately correlated (r = 0.494). Gender, marital status, study medium, school types, vehicles used, physical disability, and disaster experience were significantly associated with SVB scores. The use of gadgets for students’ study was significantly associated with SAA scores. In addition, school types and study medium were significantly associated with SB scores. Moreover, department (study group) and school location were statistically significantly associated with students’ SVB, SAA, and SB scores. School authorities are expected to implement inclusive safety activities, including curriculum-based case discussions, targeted seminars, accessible drills, and student-led safety initiatives, to enhance students’ safety values, attitudes, and daily safety behaviors.