FOSTERING SAFER LEARNING

The Critical Role of THE Teacher

Creating a safe environment is crucial for learning

Introduction

Every student deserves a learning environment where they feel secure and supported. Schools are more than academic institutions – for many children, they are safe spaces that offer protection, nutrition, health services, and emotional support (Save the Children, 2020). Teachers play a frontline role in this protective environment, often acting as first responders to student needs and safety concerns (Save the Children, 2020). Creating a safe, non-violent, inclusive learning environment is a global priority, as highlighted in the United Nations Sustainable Development Goals (SDG 4, Target 4.a; UNESCO, 2023). Achieving this goal depends on ensuring that educators are equipped with the knowledge and skills to keep students safe in all situations. This paper reviews why teacher training for student safety is crucial, what core competencies educators need, the gaps that exist, and how policies and programs are strengthening teachers’ capacity to protect children.

The Importance of Teacher Training in Student Safety

Teachers interact with students daily and are often the first to notice signs of trouble—whether it is bullying, emotional distress, signs of abuse, or safety hazards. With appropriate training, educators can identify early warning signs and intervene before issues escalate. For example, training in positive discipline techniques and violence prevention strategies enables teachers to step in early to defuse conflicts and protect students, creating a supportive classroom climate (UNESCO, 2022). Research suggests that systematically training school personnel in safety topics improves their effectiveness in preventing and responding to threats to student well-being (National Institute of Justice [NIJ], 2022). Evidence-based programs such as Positive Behavioural Interventions and Supports (PBIS) illustrate this impact—studies show that PBIS training for staff can reduce suspensions and improve perceptions of school safety (NIJ, 2022). Additionally, when teachers receive training in trauma-informed practices, they are better prepared to address students’ emotional needs, which further contributes to a safer environment (NIJ, 2022).

The need for well-trained educators has taken on renewed urgency given the scope of challenges students face today. School violence and bullying remain widespread in many countries, harming both learners and teachers. UNESCO (2023) reports that nearly one in three students worldwide experiences bullying on a monthly basis, and roughly one in ten faces cyberbullying. These incidents have serious consequences—victims are far more likely to suffer anxiety, depression, loneliness, and even suicidal thoughts (UNESCO, 2023). Teachers trained in how to prevent and respond to bullying can play a pivotal role in reducing these incidents and mitigating their impact. Similarly, health crises and emergencies (from pandemics to natural disasters) have highlighted that continuity of education and student safety depend on teachers knowing how to maintain safe, healthy learning conditions during disruptions. Whether enforcing hygiene protocols during a pandemic or leading emergency drills for natural disasters, educators need specific competencies to keep students out of harm’s way. Investing in teacher training for safety is essential—without it, even the best-intentioned educators may struggle to protect children from the many risks that can arise in school settings.

Core Knowledge and Skills Educators Need to Keep Students Safe

Educator training programs and professional development initiatives should cover a broad spectrum of knowledge and skills related to student safety. Key competency areas include:

Child Safeguarding and Protection

Teachers must understand their legal and ethical responsibilities to protect children from abuse, neglect, and exploitation. This includes knowledge of reporting procedures for suspected abuse and familiarity with school policies on child protection. For instance, in England, all school staff are required by law to undergo regular training in safeguarding and child protection (including online safety) as part of a whole-school approach to student welfare (Department for Education [DfE], 2024). Such training ensures teachers can recognise signs of maltreatment and take appropriate action to get students help. Educators should also be aware of how to create a classroom atmosphere where students feel safe disclosing personal concerns.

Violence and Bullying Prevention

Keeping schools free from bullying, harassment, and violence is a core teacher responsibility. Educators need skills in positive behaviour management, conflict resolution, and peer mediation facilitation. Training in positive discipline techniques (as an alternative to punitive or harsh discipline) is particularly important. According to UNESCO (2022), teachers are on the frontlines of violence prevention and require ongoing training in areas like gender-responsive teaching and non-violent classroom management to foster a safe climate. However, many teachers worldwide feel only moderately prepared for this task—in a recent UNESCO survey, only about one-third of teachers said their pre-service education gave them sufficient training to prevent and respond to school violence, and only around half felt they had adequate in-service training opportunities on this topic (International Task Force on Teachers for Education 2030, 2022).

Classroom Management and Positive School Climate

A safe classroom is one where expectations are clear, students feel respected, and positive behaviour is consistently reinforced. Teachers benefit from training in classroom management strategies that build trust and mutual respect rather than rely on fear or punishment. Research indicates that when teachers cultivate positive relationships with students and use proactive management techniques, incidents of misbehaviour and violence decrease, creating a healthier environment for learning (UNESCO, 2023). Social-emotional learning (SEL) skills are also crucial—teachers who are trained to foster students’ social and emotional development can help students manage their emotions and relationships, reducing aggressive behaviours (UNESCO, 2022).

Mental Health and Psychosocial Support

Students’ safety encompasses emotional and psychological well-being. Children struggling with trauma, severe stress, or mental health issues are at greater risk of academic failure and harmful behaviours. Teachers are not expected to be counsellors, but with basic training, they can become much better at recognising signs of emotional distress and providing initial support or referrals. Psychosocial support training prepares teachers to listen empathetically, observe changes in student mood or behaviour, and respond in supportive ways. For example, a UNICEF-supported program in Mali trained teachers in psychosocial support and mental health strategies, and those teachers reported feeling much more equipped to assist students in distress and handle sensitive issues in the classroom (UNICEF, 2023).

Emergency Preparedness and Crisis Response

From fires and natural disasters to security threats, schools must be ready to protect students during emergencies. Teachers should be trained in the school’s emergency procedures (e.g., evacuation routes and lockdown drills) and know their specific roles during a crisis. Training might include basic first aid, disaster risk reduction education, and scenario-based drills so that educators can react calmly and effectively if an incident occurs (UNESCO, 2017).

Digital Safety and Online Behaviour

In an era of ubiquitous technology, student safety extends into digital spaces. Cyberbullying, online predators, and exposure to inappropriate content are real dangers for today’s youth. Teachers need knowledge of digital citizenship and online safety practices so they can guide students in responsible technology use (UNESCO, 2024).

In Summary

Ensuring educator competency in safety management requires comprehensive training, leadership development, and a systemic approach to risk management. Schools must embed safety principles into curricula, provide ongoing professional development, and implement evidence-based best practices to protect students. By proactively adopting these recommendations, schools can create a safer learning environment where students thrive both academically and personally.

References

Department for Education (DfE). (2024). Keeping children safe in education 2024: Statutory guidance for schools and colleges. UK Government. https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

International Task Force on Teachers for Education 2030. (2022). The key role of teachers in ending school violence and bullying: How can teachers be prepared and supported to prevent and address it? UNESCO. https://teachertaskforce.org/knowledge-hub/key-role-teachers-ending-school-violence-and-bullying

National Institute of Justice (NIJ). (2022). Training for school personnel to prevent, prepare, and respond to school safety incidents. U.S. Department of Justice. https://nij.ojp.gov/topics/articles/training-school-personnel-prevent-prepare-and-respond-school-safety-incidents

Save the Children. (2020). Save our education: Protect every child’s right to learn in the COVID-19 response and recovery. Save the Children International.

UNESCO. (2017). School safety manual: Tools for teachers. UNESCO International Institute for Capacity Building in Africa. https://unesdoc.unesco.org/ark:/48223/pf0000263600

UNESCO. (2022). What you need to know about ending violence in and through education. UNESCO. https://www.unesco.org/en/articles/what-you-need-know-about-ending-violence-and-through-education

UNESCO. (2023). Violence and bullying in schools: UNESCO calls for better protection of students. UNESCO. https://www.unesco.org/en/articles/violence-and-bullying-schools-unesco-calls-better-protection-students

UNESCO. (2024). Digital safety and protecting students online. UNESCO.

UNICEF. (2023). More resilient education with psychosocial support. UNICEF Mali Stories. https://www.unicef.org/mali/en/stories/more-resilient-education-psychosocial-support