For the younger generation, socialization in the digital space poses increasing potential and real
risks. Simultaneously, the transformation of educational process with a forced increase of distance
learning formats, as a result of the COVID-19 pandemic has exacerbated the issue of interaction
between teachers and students in addressing upbringing tasks. This is confirmed by current
international and Russian studies. Discussion of the quality of the educational environment from
the point of view of its safety inevitably encourages the search for assessment tools. This article
provides a theoretical and methodological justification for effective assessment of upbringing
hygienic and its implementation in the current context, based on theoretical and empirical studies.
The study took an interdisciplinary approach, treating the safety of upbringing as a complex
multifactorial phenomenon based on the integration of natural science and socio-humanitarian
knowledge. It used a cross-cultural analysis of empirical data from Russian and foreign studies
in the development of formats, strategies, and features of hygienic assessment in education taking
into account its cultural variability. Network theory was used to assess the importance of the role
of relationships in determining teachers’ readiness resources to carry out a hygienic assessment of
upbringing safety activities in digital and network contexts. The core of the educational context of
safety is defined as the process of providing means and measures aimed at productive self-realization
of children in various life situations based on the assessment of real and potential threats arising in
the process of socialization. The principles of safety (socio-biological balance, well-being, integration,
cognition), the content and indicators of the hygienic assessment of this process (physiological,
social, personal, psychological) are highlighted. The article describes the development network
of the teacher's readiness to assess upbringing safety based on non-hierarchical value-resource
interaction in upbringing activities, assessment of its safety and hygienic potential. The results
obtained will contribute to expansion and improvement of theoretical ideas about hygienic expertise
in pedagogical processes, disclosure, and clarification of the concept of ‘hygienic assessment in
upbringing’, enrich theoretical ideas and effective practices of upbringing in distance education
formats.