THE DEVELOPMENT OF A SAFE CLASSROOM USING BUDDHISM AS THE BASE OF AN ELEMENTARY SCHOOL IN WANG NOI DISTRICT, PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research article aims to: 1) study Buddhist-based safe classrooms in primary schools; 2) develop a Buddhist-based safe classroom model for primary schools; and 3) evaluate Buddhist-based safe classrooms in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province. This study employed a mixed-methods research design. Data were collected using questionnaires from 426 administrators and teachers serving in the 2025 academic year, interviews with 15 key informants, and focus group discussions with 10 experts. The action research 25 participants in total. Data were analyzed using basic statistics, including frequency, percentage, mean, and standard deviation, alongside content analysis.

The research results revealed that: 1) The overall opinions on Buddhist-based safe classrooms in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, was at a high level. 2) The development of Buddhist-based safe classrooms in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, consists of three main dimensions: (1) Physical Safety Dimension: Integrating the principle of Mettā-kāyakamma (bodily action with loving-kindness) to prevent injuries and harm, focusing on Ahiṃsā (non-violence) and mutual assistance. This is coupled with the application of Sīla-sāmaññatā (equality in moral discipline) to establish shared safety rules, enabling students to develop mindfulness and self-control within the classroom context. Additionally, Sādhāraṇa-bhogitā (sharing with others) is used to cultivate a sense of responsibility in maintaining and utilizing common resources safely and constructively. (2) Psychological and Emotional Safety Dimension: Applying Mettā-vacīkamma (verbal action with loving-kindness) to promote positive communication, polite speech, and the reduction of verbal abuse. This is combined with Mettā-manokamma (mental action with loving-kindness), focusing on positive thinking, emotional management, and expressing Muditā (sympathetic joy) to reduce conflicts, as well as friendly physical expressions (Mettā-kāyakamma) that are free from threatening behavior or actions that negatively impact others' mental well-being. (3) Social Safety Dimension: Utilizing Sīla-sāmaññatā to build a foundation of respect for personal rights and coexistence under equitable rules. Diṭṭhi-sāmaññatā (equality in views) is applied to foster shared attitudes and goals through rational dialogue free from personal bias. Furthermore, Sādhāraṇa-bhogitā is implemented to promote unity, equitable sharing of space and resources, and inclusive, equal teamwork processes. 3) The overall evaluation results of the Buddhist-based safe classrooms in primary schools in Wang Noi District, Phra Nakhon Si Ayutthaya Province, were at a high level.