Fostering a Supportive & Safe Classroom Environment to Prevent Classroom Bullying

Christina Zendzian

Virginia Teachers for Tomorrow II

Jenna Free

March 2017
FOSTERING A SUPPORTIVE & SAFE ENVIRONMENT IN CLASSROOMS

Schools can be safe havens for many students that come from a variety of backgrounds.

In order for students for focus on learning, they need to feel that they are safe and supported by

their teachers and peers. Bullies can disrupt these safe havens in a variety of ways. In classrooms

where students do not feel welcomed, learning cannot happen effectively. Those that have to

worry about fitting in with their peers are more focused on their social issues or their physical

safety rather than their education. This is an issue that plagues schools throughout the United

States of America.

While it can prove difficult to control what students say or do, teachers can create an

environment that can help prevent bullying. A supportive and safe classroom environment allows

students and teachers to create an open relationship that helps to discourage bullying; however, it

is important to understand the reasons why a students decides to target another student in order to

foster a supportive and safe classroom environment.This paper will dive into the different

strategies for fostering a supportive and safe classroom environment, as well as explore solutions

to bullying. The need to feel safe is vital for students to focus and thrive in school. By creating a

supportive and safe classroom environment, students will be able to thrive psychologically,

physically, and socially.

In 1943, Abraham Maslow proposed a psychological theory named A Theory of Human

Motivation. Maslows theory coincided with many other theories geared toward human

psychological development; however, his theory was unique in the way it focused on different

developmental stages and terminology (Maslow, 2017). Maslows Hierarchy of Needs has five

tiers, starting from the most basic: physiological needs, safety needs, belongingness and love

needs, esteem needs, and self-actualization. Teachers can apply this theory in the classroom in

1
FOSTERING A SUPPORTIVE & SAFE ENVIRONMENT IN CLASSROOMS

order to understand the reasons behind a students barriers to learning. According to Maslow, the

next level of the hierarchy cannot be reached unless the level before it is satisfied. For example,

if a student has a low self-esteem, they cannot becoming self-actualized (McLeod, 2016). In

classrooms where the environment is unsafe and unsupportive, it is hard for certain students to

reach their next level on Maslows hierarchy.

No one likes a bully and no one likes being a victim of bullying. Parents, not only

teachers, play a vital role in the creation and prevention of bullies. In an ideal world, parents

would teach their children to treat others the way you want to be treated and so on; however, not

everyone holds the same values. Beane (n.d) states, conflict between people is normal and

inevitable, and not all conflict is harmful or bad. The moments we experience throughout our

lives is what shapes who are are--especially during the years spent in school. In order to foster a

safe and supportive classroom environment, the teacher has a lot to keep in mind. Firstly, it is

always a good idea to know, call, and correctly pronounce each students name. Nothing creates

a student-teacher connection like the respect towards anothers name. Secondly, make sure to

acknowledge student contributions in the classroom. This allows students to know their thoughts

are valid in in the classroom. This may also lead to their participation increasing since they feel

supported in their endeavours to learn. Thirdly, set the expectations for the students high. Be a

role model. It is not a good idea to be hypocritical just because of the implied superiority due to

the age difference. Monkey sees, monkey do. It is vital to remember not to tolerate any sort of

discrimination (University, n.d).

Any student is at risk of being a bullying target; however, there are some groups that get

targeted more often than not. For example, students with disabilities, physical, developmental,

2
FOSTERING A SUPPORTIVE & SAFE ENVIRONMENT IN CLASSROOMS

emotional, or learning, are at an increased risk of being bullied. This is because bullies can easily

pinpoint weaknesses. Factors such as physical vulnerability, the inability to follow social norms,

or just growing up in an intolerant environment can raise the possibilities of being a victim of

bullying (A, 2012).

As a teacher, finding the early warning signs of harassment and quickly stopping bullies

is an important skill to keep the classroom environment safe and supportive for all students.

However, the awareness is not enough. Trust must be developed between the teacher and the

student where there is mutual respect. Teachers can form this bond simply by establishing daily

contact and demonstrating concern for each child provides a comfort zone for communication.

This lets the student know that there is someone with power inside that classroom that cares

about their wellbeing. Once students know that their teachers care more about their grades,

students feel more inclined to stay engaged in their studies (Parrett, n.d).

The issue of bullying is particularly relevant in my internship. As an intern in an

inclusion class, its hard to see my students act cruelly to some of their classmates who are

special needs. While I do believe the bullies in my internship class are bullies due to their own

personalities, but I also believe the classroom environment plays a role as well.

Teachers can teach tolerance and monitor bullying behaviors, which can ultimately lead

to a healthier studentsmentally and physically. It is human nature to try and find dominance or

a group for which acceptance can be found. Bullies cannot fully disappear; however, the issue

can be decreased. Through a strong student-teacher relationship where rules and expectations are

clearly laid out, a teacher can foster a safe and supportive classroom environment for all

students.

3
FOSTERING A SUPPORTIVE & SAFE ENVIRONMENT IN CLASSROOMS

CITATIONS

A. (2012, February 29). Build a Safe Environment. Retrieved March 30, 2017, from

https://www.stopbullying.gov/prevention/at-school/build-safe-environment/

Alber, R. (2011, September 09). 20 Tips for Creating a Safe Learning Environment.

Retrieved February 24, 2017, from

https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber

Beane, A. L. (n.d.). The Bully-Free Classroom. Retrieved March 30, 2017, from

http://teacher.scholastic.com/professional/classmgmt/bully_free.htm

Maslow's hierarchy of needs. (2017, February 18). Retrieved March 01, 2017, from

https://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs

Parrett, W. H., & Budge, K. M. (n.d.). Chapter 8. Fostering a Healthy, Safe, and

Supportive Learning Environment: How HP/HP Schools Do It. Retrieved February 24, 2017,

from

http://www.ascd.org/publications/books/109003/chapters/Fostering-a-Healthy,-Safe,-and-Suppor

tive-Learning-Environment@-How-HP~HP-Schools-Do-It.aspx

University of Nebraska-Lincoln | Web Developer Network. (n.d.). Creating a Safe

Learning Environment. Retrieved March 30, 2017, from

http://www.unl.edu/gtahandbook/creating-safe-learning-environment