Creating Safe Classrooms

Providing safe classroom environments is an important part of the mission to reduce bullying. Students need to see and recognize that teachers and staff are in control and that they care about their students. As you work to create safe and respectful classrooms and improve classroom management, it helps to know how to recognize bullying and understand its many shapes and forms.

Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself. Learn more about bullying.

Identifying the Effects of Bullying

As a teacher or other staff member, you may suspect that a child is being bullied. If you are not quite sure, review these common signs to help you recognize if bullying is occurring. The child may:

• have torn, damaged, or missing pieces of clothing, books, or other belongings
• have unexplained cuts, bruises, and scratches from fighting
• have few, if any, friends with whom he or she spends time
• seem afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities with peers (such as clubs or sports)
• take a long, "illogical" route when walking to or from school
• lose interest in school work or suddenly begin to do poorly in school
• appear sad, moody, teary, or depressed when he or she comes home
• complain frequently of headaches, stomachaches, or other physical problems
• have trouble sleeping or frequent bad dreams
• experience a loss of appetite
• appear anxious and suffer from low self-esteem

Recognize the Characteristics of Students Who Bully

Recognizing the characteristics of students with the potential to bully will also help you create a safe classroom and a safe school for students. Keeping an eye out for students with these characteristics may help you prevent bullying or allow you to intervene as early as possible:

• positive attitude toward violence and the use of violent means
• strong need to dominate and subdue other students and get their own way
• may be impulsive, aggressive, or easily angered
• lack of empathy toward students who are bullied
• defiance and aggression toward adults, including teachers and parents
• involvement in other antisocial or rule-breaking activities such as vandalism, delinquency, and substance abuse
• physical strength in boys-greater than that of other boys in general and the students they bully in particular
• more likely to report owning a gun for risky reasons, such as to gain respect or to frighten others¹

Create a Safe Environment in Which Bullying is Unacceptable

These activities can help you build and sustain a safe, secure classroom environment:

• Develop, post, and discuss rules and sanctions related to bullying.
• Treat students and each other with warmth and respect. Demonstrate positive interest and involvement in your students.
• Establish yourself as a clear and visible authority with responsibility for making the school experience safe and positive.
• Reward students for positive, inclusive behavior.
• Take immediate action when bullying is observed and consistently use nonphysical, non-hostile negative consequences when rules are broken.
• Listen to parents and students who report bullying in your classroom. Quickly and effectively resolve the issue to avoid perpetuation of bullying behaviors.
• Notify parents of all involved students when a bullying incident occurs, and resolve the problem expeditiously, according to discipline plans at school.
• Refer students affected by bullying to school counseling or mental health staff, if needed.
• Protect students who are bullied with a safety plan.
• Hold class meetings during which students can talk about bullying and peer relations.
• Provide information to parents about bullying behaviors and encourage their involvement and support in addressing bullying issues.

Testimonial Videos

See how these educators helped create safe schools and safe classrooms with a comprehensive bullying prevention program.

Leslie Anderson, School Nurse, Bullying Testimonial (1:35)
Charles McKissack, Teacher (1:44)
Penny Baker, Science Teacher (2:16)

¹P. B. Cunningham, S. W. Henggeler, S. P. Limber, G. B. Melton, and M. A. Nation, "Patterns and Correlates of Gun Ownership among Nonmetropolitan and Rural Middle School Students," Journal of Clinical Child Psychology 29 (2000): 432-42.