When Schools Feel Unsafe: Theoretical Models of Teacher Risk and Fear

Abstract

This study investigates the factors influencing perceived unsafety and fear of victimization among middle and high school teachers in Texas. The sample was predominantly female and White/Hispanic, with a mean age of 41 years and varied teaching experience. Results reveal that previous victimization, being female, and signs of environmental disorder are significantly related to higher levels of perceived unsafety and fear. Conversely, administrative support is associated with reduced fear and perceived unsafety, underscoring the importance of cohesive school communities. These findings highlight the need for policies that go beyond physical security, focusing on fostering supportive school climates, and reducing visible disorder. By addressing both structural and social elements, schools can create safer environments for teachers, ultimately benefiting both teachers and students.