For years, school safety has been defined almost entirely by security—metal detectors, cameras, lockdowns, and reactive protocols. Billions have been spent on physical measures designed to prevent worst-case scenarios.
Yet research shows increased security alone has little correlation with reduced fear or improved school climate. If that’s the case, we have to ask: why doesn’t safety feel safer?
Safety has quietly been defined as the absence of fear, shaped by external pressures like media narratives and political urgency. This framing keeps schools operating downstream—responding to incidents after they happen—rather than addressing the conditions that prevent them in the first place.
True safety isn’t just about removing threats. It’s about what’s present.
When students feel known, supported, and connected—to adults, peers, and their community—fear loses its power. Research consistently links strong relationships, social-emotional learning, and restorative practices to higher perceptions of safety and healthier school climates.
Reframing safety as the presence of connection moves the work upstream—from reaction to prevention. That means investing in counseling, SEL, trauma-informed practices, and authentic student voice. It means shifting resources toward people and relationships, not just hardware.
This isn’t about abandoning security. It’s about refusing to let fear define the work. When schools prioritize connection, they create environments where students are less likely to feel lost, isolated, or unseen—and where safety is felt, not just enforced. That’s how we reclaim safety for students, staff, and communities.
