Introduction. The authors investigate the problems of creating a conflict-free educational environment, developing a culture of peaceful interaction and constructive dialogue in education. The purpose of the article is to identify the attitude of the educational space participants to the mediation practices.
Materials and Methods. The study is based on B.G. Ananyev’s theoretical approaches and perspectives of mediation. This study involved the method of identifying the semantic field and Mikhailyuk and Shalyto’s express methods for assessing the socio-psychological climate.
Results. The main results consist in summarizing the factors which dominate conflicts trends in education. The authors revealed the fact that there is no unambiguous attitude towards mediation and justified the need for inclusion of a mediator. The authors describe a conflict-free educational environment and emphasize that conflicts among the participants of educational relationships have an impact on the increasing risks of promoting extremist ideas, ethnic conflicts, and the manipulation of young people on the Internet. The authors note that developing the culture of peaceful interaction between the participants of education requires a constructive dialogue. So, mediation practices contribute to developing a safe educational environment.
Conclusions. The article concludes that conflicts which require prompt mediator’s response include public conflicts based on the rejection of ethnic and cultural interests.