“By the time a student is in crisis, the system has already failed.” This isn’t just a harsh truth it’s a call to action.

Across the country, educators, counselors, and school leaders are witnessing a dramatic rise in student mental health needs. But too often, interventions only happen after a crisis hits — after a student has attempted self-harm, threatened violence, withdrawn completely, or become the subject of a behavioral incident.

By then, we’re reacting. And when we’re reacting, we’re already behind.

The real power lies in prevention — in early detection, daily support, and a culture of safety where students are seen, heard, and equipped to thrive. Because when mental health is treated with the same urgency and structure as physical safety, lives are not just protected — they’re transformed.

A Silent Epidemic: Why Mental Health Must Be a School Priority

Even before the pandemic, youth mental health was becoming a national concern. But in the last five years, things have reached critical mass.

According to the CDC:

• 1 in 3 high school students report persistent feelings of sadness or hopelessness.
• Suicide is the second leading cause of death for youth ages 10–24.
• Emergency room visits for mental health crises among youth have surged, particularly among adolescent girls.

Educators know these numbers are not just statistics. They show up in the form of withdrawn students, disruptive behavior, failing grades, and overwhelmed school counselors. They show up in quiet sobs in the bathroom, alarming posts on social media, or cryptic drawings in a student’s notebook.

And far too often, they don’t show up at all — until it’s too late.

The Cost of Waiting

Mental health isn’t something that “suddenly happens.” Crises often build slowly — quietly — over time. Students struggle for weeks, months, sometimes years before they receive meaningful support. And the longer we wait, the higher the stakes:

• Academic performance suffers.
• Behavioral issues increase.
• Dropout risk rises.
• Family dynamics collapse.
• Self-harm becomes more likely.

This is why a prevention-based approach is essential. Just like fire drills and emergency response plans, we need systems in place before something goes wrong. And unlike other safety issues, mental health doesn’t just require security — it demands sensitivity.

What Prevention Really Looks Like

Prevention isn’t a one-time program or a poster on the wall. It’s a comprehensive approach that blends awareness, early identification, proactive intervention, and ongoing support.

Here’s what that looks like in real terms:

1. Universal Awareness and Mental Health Literacy

Every student, teacher, and staff member should understand the basics of mental health — just like they understand physical hygiene or internet safety.

That includes:

• How to recognize signs of emotional distress
• How to ask for help (or offer it)
• How to reduce stigma around mental health conversations

Initiatives like SEL (Social-Emotional Learning), mental health awareness weeks, and regular classroom check-ins can help normalize conversations and build emotional vocabulary. Students need to know: It’s okay to not be okay. And it’s okay to ask for help.

2. Training for Teachers and Staff

Teachers are on the front lines of student interaction. They see the micro-behaviors — the mood shifts, the missed homework, the sudden changes in friendships or appearance.

But are they equipped to respond?

Professional development must go beyond academic training. Educators need clear, practical strategies for:

• Identifying warning signs of depression, anxiety, trauma, and suicidal ideation
• Responding without judgment or escalation
• Referring students to the right resources

Equipping every adult on campus to be a responder — not a therapist, but a trusted adult — can create a net of care no student falls through.

3. Anonymous Reporting Tools

Not every student feels safe speaking up especially about mental health.

Digital anonymous reporting tools can help students report concerns about themselves or others without fear of retaliation or embarrassment. These tools are often the first flag schools get before a crisis, and they’re most effective when:

• Acted upon quickly
• Connected to real humans (not just data collection)
• Promoted regularly so students know how to use them

Platforms like Active Defender, which include discreet communication and alert features, make it easier for schools to track and respond to behavioral concerns before they escalate.

4. Tiered Support Systems (MTSS)

One of the best frameworks for mental health prevention is MTSS Multi-Tiered System of Supports. This approach organizes student services into three levels:

• Tier 1: Universal Supports – Schoolwide initiatives, SEL curriculum, awareness campaigns
• Tier 2: Targeted Interventions – Small group counseling, check-ins for at-risk students
• Tier 3: Intensive Services – One-on-one counseling, referrals to external providers

MTSS ensures that mental health is not treated reactively, but proactively — with the right level of support for each student’s needs.

5. On-Campus Mental Health Staff and Community Partnerships

School counselors, psychologists, and social workers are essential but often overstretched. Many districts operate with student-to-counselor ratios well above recommended levels.

Schools can strengthen their prevention strategies by:

• Partnering with local mental health agencies
• Bringing in teletherapy options for students with limited access
• Hosting community wellness nights for parents and caregivers
• Creating wellness rooms or mental health “cool-down” spaces on campus

The more integrated mental health becomes into the school fabric, the more students will engage before a crisis occurs.

Recognizing the Red Flags Early

Some warning signs are subtle. Others shout for attention. But they’re all meaningful.

Educators and staff should be alert to changes in:

• Mood: sudden irritability, hopelessness, or apathy
• Behavior: isolation, risk-taking, excessive tiredness
• Academic habits: slipping grades, missing assignments, lack of participation
• Appearance: poor hygiene, dramatic weight changes
• Communication: “joking” about death or disappearing, writing or drawing disturbing content

Just one of these on its own may not be a red flag. But combined patterns tell a story. That story needs to be heard early and often.

What Leadership Can Do Right Now

Administrators and district leaders play a key role in making prevention the standard, not the exception. Here’s how:

• Audit your current mental health infrastructure. What’s working? What’s missing?
• Build cross-role safety teams. Involve counselors, SROs, nurses, teachers, and student reps.
• Use technology that makes concerns visible, not invisible. Digital alert systems, behavior tracking, and incident documentation matter.
• Create mental health “access points.” Make it as easy to request help as it is to report a missing Chromebook.
• Lead by example. Talk about mental health in faculty meetings, newsletters, and assemblies.

When leadership is visible and vocal, the whole school culture shifts.

Prevention Saves Lives and Builds a Stronger School

The end goal isn’t just to prevent tragedy. It’s to build school environments where students feel supported before they struggle.

That means:

• Fewer disciplinary issues
• Better academic performance
• More engaged families
• Stronger peer relationships
• A culture of trust

The benefits of early intervention ripple outward, improving not only the lives of individual students, but the safety and wellness of the entire campus.

Final Thoughts: Be the Net Before the Fall

We often hear that students “fell through the cracks.” But cracks don’t appear overnight. They grow over time — when warning signs are missed, systems are underfunded, and silence replaces support.

As a school community, we have the tools to stop that from happening. We can see the signs, start the conversations, and build real support systems before it’s too late.

Because mental health matters now. Not just when a student is in crisis — but long before.

Let’s not wait until we’re responding. Let’s commit to preventing.

Explore proactive strategies, prevention resources, and modern school safety tools at SafeCampus.info.

The Student Life Advantage: How Engagement Drives Academic Success

For decades, educators and parents alike have emphasized the importance of “hitting the books.” But in recent years, a powerful body of research and real-world experience has confirmed what many student affairs professionals have long known: students who are actively involved in campus life tend to perform better academically.

From joining clubs and attending campus events to taking leadership roles or participating in service projects, involvement in student life isn’t just about fun or socializing. It plays a critical role in shaping students’ sense of belonging, motivation, time management, and even cognitive development. In short: when students are engaged, they thrive and their grades often reflect that success.

In this post, we’ll explore why student life engagement matters, how it correlates with academic performance, and what schools and administrators can do to create an environment where all students are encouraged to get involved.

1 Engagement Builds a Sense of Belonging

One of the most consistent predictors of student success is a strong sense of belonging feeling like you’re part of a community that cares about you and your growth.

Student involvement provides opportunities for young people to form friendships, collaborate with peers, and connect with faculty and staff in non-classroom settings. These relationships foster a positive emotional connection to the school environment. According to the National Survey of Student Engagement (NSSE), students who feel supported and connected to their campus are more likely to persist through challenges and remain enrolled through graduation.

Belonging reduces dropout risk. For first-generation college students or those from marginalized backgrounds, involvement in student life can be particularly powerful, offering mentorship, peer support, and validation in environments where they might otherwise feel isolated.

2 Leadership Roles Foster Responsibility and Confidence

Taking on leadership positions whether in student government, clubs, orientation teams, or peer mentorship programs teaches students how to manage responsibilities, delegate tasks, and communicate effectively. These are “soft skills” that also reinforce academic success.

Students in leadership roles often develop improved time management habits, better organization, and increased self-discipline qualities that translate directly into higher academic achievement.

Moreover, being trusted with leadership can improve self-esteem and motivation. A student who sees themselves as a leader is more likely to adopt a growth mindset and persevere through academic challenges.

3 Engagement Encourages Time Management and Structure

One surprising fact: the busiest students often have the highest GPAs. While this might seem counterintuitive, it reflects the reality that structured involvement helps students build routines and prioritize effectively.

When students commit to extracurriculars such as music ensembles, athletic teams, or student media they learn how to plan their days, balance commitments, and make conscious decisions about how to use their time. This reduces procrastination and teaches accountability.

Engaged students are also more likely to seek academic help early, plan ahead for tests and assignments, and utilize campus resources such as tutoring centers or study groups.

4 Involvement Makes Learning Feel Relevant

When students are involved in campus life, they often encounter real-world applications of classroom learning. Whether organizing events, solving club budget challenges, or participating in service-learning, these experiences bring academic theories to life.

For example:

• A political science major might find new interest in coursework after participating in student government or advocacy clubs.
• Business students might apply marketing or leadership concepts through entrepreneurship organizations.
• STEM students might join robotics teams or participate in hackathons, reinforcing technical knowledge with hands-on projects.

This integration helps students see the “why” behind their studies and deepens engagement with course material, which can lead to improved performance and retention.

5 Mental Health and Motivation Get a Boost

Isolation, anxiety, and burnout are among the most common barriers to academic success. Involvement in student life can be a powerful countermeasure.

Social interaction, purpose-driven activity, and physical movement (e.g., through sports or recreation programs) all contribute to better mental health. Students who participate in positive, affirming campus experiences are less likely to experience depressive symptoms and more likely to stay motivated.

Furthermore, students who engage in meaningful activities report higher levels of satisfaction with their college or school experience which can lead to improved focus, fewer absences, and greater resilience when challenges arise.

6 The Data Is Clear: Involved Students Succeed

Numerous studies back up the connection between engagement and academic performance:

• A report from the Journal of College Student Development found that students involved in co-curricular activities were significantly more likely to achieve a GPA above 3.0 than those who were not.
• The American Council on Education noted that first-year students who participate in at least one student organization are more likely to return for their second year.
• High school students involved in extracurricular activities report higher school satisfaction and lower dropout rates, according to research published in Educational Leadership.

These findings confirm that the student life experience isn’t just “extra” it’s essential.

7 How Schools Can Promote Engagement for All Students

Despite the clear benefits, not all students naturally jump into student life. It’s up to administrators, teachers, and student affairs teams to create an inclusive and inviting environment. Here are a few strategies:

Orientation and Onboarding:
Use orientation to introduce incoming students to clubs, organizations, and campus events. Pair students with mentors or “student life ambassadors” to guide them through the first few months.

Low-Commitment Entry Points:
Not every student wants to join a club right away. Offer casual events—game nights, open mic nights, volunteer opportunities—that allow students to dip their toes in before committing to a group.

Recognition and Incentives:
Highlight student leaders and active participants in newsletters, social media, or school assemblies. Offer certificates or co-curricular transcripts that acknowledge their involvement.

Inclusive Programming:
Design events and groups that reflect the diversity of your student body—including cultural groups, first-gen support networks, and clubs for commuter or part-time students.

Faculty Collaboration:
Encourage teachers to promote relevant clubs, service opportunities, or leadership pathways connected to their subjects.

Safety and Accessibility:
Ensure students feel safe attending events—physically, emotionally, and socially. Provide transportation when needed. Make spaces welcoming and ensure students of all abilities and backgrounds can participate.

8 A Note to Students: Take the Leap

To any student reading this—if you’ve ever wondered whether joining a club or going to that one event is worth it: the answer is yes. Your time in school is more than a series of lectures and tests. It’s your opportunity to grow, explore your interests, and become the person you’re meant to be.

You don’t have to be a student body president or team captain to get involved. Just start small. Show up. Ask questions. Try something new. The connections you make and the confidence you build will carry you not only through school but into the rest of your life.

Conclusion: Engagement Is More Than Enrichment—It’s a Strategy for Success

Student life isn’t a distraction from academics—it’s a catalyst. When students feel connected, supported, and empowered through extracurricular engagement, they gain the emotional, social, and cognitive tools they need to thrive in the classroom.

For educators, administrators, and student leaders, the message is clear: investing in a vibrant, inclusive, and engaging campus culture is one of the most effective ways to improve academic outcomes.

Let’s stop treating student life as a bonus—and start recognizing it as a vital part of every student’s journey to success.

Looking for more ways to build safer, more connected school communities?
Visit SafeCampus.info for insights, tools, and resources that support student well-being, academic growth, and a thriving campus culture.

When we talk about bullying, we often picture a lunchroom taunt, a locker-side shove, or a snide comment in a classroom group chat. It’s seen as a rite of passage, something that kids grow out of. But that mindset is part of the problem. The effects of bullying don’t stop when students graduate high school. For many, the trauma lingers, subtly shaping the rest of their lives from how they perform in college to how they interact at work, in relationships, and in society.

In this article we explore how the experience of being bullied in K–12 education has long-term impacts, and why addressing bullying isn’t just a disciplinary issue it’s a campus safety and mental health imperative that demands long-term thinking.

The Long Shadow of K–12 Bullying

Bullying isn’t just about bruised egos or playground fights. It’s a form of psychological trauma, especially when it’s sustained over months or years. Research shows that children who are bullied often experience:

• Anxiety and depression
• Social withdrawal
• Low self-esteem
• Poor academic performance
• Chronic stress responses in the body

These aren’t temporary scars. Studies from institutions like Duke University and King’s College London have followed bullied children into adulthood, finding higher rates of:

• Clinical depression and anxiety disorders
• Suicidal thoughts and attempts
• Difficulty in maintaining relationships
• Economic hardship and lower educational attainment

In short, bullying rewires how students see the world and how they see themselves.

From High School Hallways to College Campuses

For students who enter college with a history of bullying, the transition is more complex than simply “starting over.” New independence often brings new stressors, which can reactivate unresolved emotional wounds.

1. Social Isolation Carries Over

A student who was socially excluded in high school may carry a sense of distrust or low self-worth that makes it harder to join clubs, build friendships, or ask for help in a new setting. They may avoid dorm mixers or retreat from class discussions, further alienating themselves from the community.

2. Academic Confidence Takes a Hit

If bullying was tied to ridicule about intelligence, speaking skills, or performance, the student may avoid participating in class, visiting professors’ office hours, or taking academic risks. College success often hinges on initiative and engagement two things many bullied students struggle with.

3. Trauma Can Disguise Itself as Laziness or Disinterest

College professors and administrators might see a disengaged student and assume laziness. But often, that student is burned out, anxious, or conditioned to believe their voice doesn’t matter. Without intentional outreach or support, these students can fall through the cracks.

The Mental Health Crisis on Campus

Colleges across the country are reporting record demand for mental health services. While many factors contribute to this rise. Pandemic effects, social media, economic pressures the unaddressed impact of K–12 bullying is a silent contributor.

Many college students never received intervention during their early years. In schools where bullying was downplayed or discipline was inconsistent, they learned to mask or internalize their trauma. By the time they reach college, the coping mechanisms they developed avoidance, aggression, perfectionism, or substance use can start to break down under pressure.

Bullying’s Long-Term Cost to Society

The effects of bullying don’t end at graduation or even after college. Adults who were bullied as children face higher risks of:

• Workplace harassment or difficulty asserting themselves in professional settings
• Chronic health conditions, like migraines, IBS, and autoimmune disorders linked to stress
• Relationship challenges, including codependency, trust issues, and isolation
• Earning and employment gaps, especially in victims who developed depression or anxiety disorders during school years

This isn’t just a student issue it’s a public health and workforce issue. Early trauma has a ripple effect on an individual’s ability to contribute fully to society.

What K–12 Schools Can Do Today

Recognizing the long tail of bullying’s impact should change how we approach it in K–12 environments. The goal shouldn’t just be short-term discipline it should be long-term safety and support.

Create a Culture of Reporting

Students are more likely to report bullying if they believe action will be taken and retaliation won’t occur. Train staff to recognize under-the-radar bullying like exclusion, rumor-spreading, or digital harassment.

Address Emotional Aftermath Not Just Incidents

Many schools address bullying only at the moment it’s observed. But recovery takes longer. Offer counseling follow-ups and check-ins for students who have been targeted, and give them access to support groups or peer mentorship.

Teach Empathy and Social Skills Early

Preventing bullying before it begins is ideal. Social-emotional learning (SEL) programs help students understand emotions, resolve conflict, and build empathy—skills that reduce bullying behavior and increase resilience in those who are targeted.

Use Technology for Real-Time Intervention

Modern tools like campus alert systems and anonymous tip lines empower students and staff to report bullying incidents safely and immediately. These platforms allow administration to track patterns and respond more effectively.

What Higher Ed Institutions Should Watch For

Colleges can be more proactive in helping students recover from earlier bullying by:

• Including questions about past bullying experiences in mental health intake forms
• Training RAs, advisors, and faculty to recognize social withdrawal as a possible trauma response
• Promoting support groups focused on social anxiety and identity-based exclusion
• Creating opportunities for positive peer connections through mentorship, clubs, and structured group work

Conclusion: Safety Is About More Than Doors and Drills

When we talk about school safety, physical infrastructure gets a lot of attention—and rightly so. But emotional safety is just as critical. A student who feels constantly belittled, excluded, or afraid to speak up is not truly safe. They may not bear physical bruises, but they carry invisible wounds that last far beyond graduation.

By addressing bullying early—and compassionately—we do more than create better schools. We create stronger futures.

Are your staff and students equipped to identify and address bullying before it becomes a lifelong wound? Explore our practical resources on prevention, response, and support at SafeCampus.info. Let’s build campuses that are safe not just today, but for life.

A safe campus is not only essential for ensuring students’ well-being and academic success, but it also benefits teachers in various ways. For instance, a safe campus can reduce teachers’ stress levels, increase job satisfaction, and improve their overall quality of life.

However, many schools struggle to maintain a safe campus due to various factors, such as inadequate security measures, ineffective discipline policies, and unsupportive school culture. As a result, teacher retention rates can suffer, with many teachers leaving their jobs due to safety concerns or other related issues.

According to research, teacher turnover rates in the US range from 8% to 50%, depending on the state and district. High turnover rates can have serious consequences, such as disrupting students’ learning, decreasing school morale, and increasing recruitment and training costs.

Fortunately, schools can take steps to improve campus safety and enhance teacher retention. For example, schools can implement effective discipline policies that prioritize prevention and restorative justice instead of punishment. They can also provide adequate security measures, such as surveillance cameras, security personnel, secure doors, and especially notification solutions that ensure teachers know what is happening and where it is happening. Moreover, schools can foster a supportive school culture that values open communication, respect, and collaboration among all stakeholders.

Several schools have successfully improved teacher retention by prioritizing campus safety. For instance, the Los Angeles Unified School District implemented a comprehensive school safety plan that included training programs, security cameras, and crisis response protocols that ensure peace of mind by providing critical details to teachers and first responders. As a result, teacher retention rates increased by 4% in the first year, and the district saved over $16 million in recruitment and training costs.

In conclusion, investing in a safe campus is crucial for both students and teachers. By prioritizing campus safety, schools can improve teacher retention rates, enhance school culture, and ultimately, provide a better learning environment for students.

Teachers leaving schools because of violent students

https://www.youtube.com/watch?v=qOWJ63w5PW0

One of the biggest challenges in stopping hate crimes is the underreporting of incidents. Many individuals may be hesitant to report hate crimes because they fear retaliation, do not want to draw attention to themselves, or do not believe that reporting will make a difference. Schools can take steps to encourage reporting and overcome these barriers.

First (Policy & Procedure)

Schools should have clear policies and procedures for reporting hate crimes. These policies should be easily accessible and widely publicized. Students and staff should know how to report incidents of hate crimes and what the consequences are for those who commit them.

Second (Reporting System)

Schools should create a reporting system that protects the identity of the person reporting the incident. Students and staff should feel comfortable reporting incidents anonymously, if necessary. This protects them from retaliation and helps to ensure that all incidents are reported.

Third (Followup Formula)

Schools should provide support to individuals who report hate crimes. This can include counseling services, support groups, and other resources to help individuals cope with the aftermath of a hate crime. Providing support shows that the school takes hate crimes seriously and is committed to creating a safe and inclusive environment.

Fourth (Culture Counts)

Schools should promote a culture of reporting. This can be accomplished by educating students and staff about the importance of reporting hate crimes and the benefits of doing so. Schools can also hold events and campaigns that promote reporting and encourage students and staff to speak out against hate crimes.

In conclusion

Encouraging reporting is a critical strategy in stopping hate crimes. Schools can take steps to overcome the barriers to reporting and create a reporting system that protects the identity of the person reporting the incident. Providing support to individuals who report hate crimes and promoting a culture of reporting can help to create a safer and more inclusive environment for all individuals. By working together, we can stop hate crimes and create a more tolerant and respectful society.

Education is essential for stopping hate crimes because it helps to dispel myths and stereotypes that contribute to bias and prejudice. By learning about different cultures, religions, and lifestyles, students can gain a better understanding of diversity and develop empathy for those who may be different from themselves. This understanding can lead to more inclusive and respectful behavior, reducing the likelihood of hate crimes.

Education on hate crimes should be incorporated into school curricula from an early age. Children should learn about the harmful effects of hate crimes and the importance of treating others with respect and kindness. As children grow older, they should receive more in-depth education about the different forms of hate crimes and how to recognize and report them.

Awareness is also a critical component of stopping hate crimes. When people are aware of the existence and harmful effects of hate crimes, they are more likely to take action to prevent them. Schools can raise awareness about hate crimes through assemblies, guest speakers, and other events. Students can also take part in awareness campaigns and engage with their peers to promote understanding and respect.

Hate crimes can occur anywhere, including in schools. It is essential for students and staff to be aware of the signs of hate crimes and to know how to report them. Schools should have a clear reporting system that protects the identity of the person reporting the incident. Students and staff should feel comfortable reporting incidents of hate crimes, even if they are not the victim.

In conclusion, education and awareness are crucial in stopping hate crimes. By promoting understanding, empathy, and respect for all individuals, we can create a more inclusive and tolerant society. Schools play a critical role in educating students about hate crimes and raising awareness about their harmful effects. By working together, we can stop hate crimes and create a safer and more inclusive environment for all.

1 Education and Awareness

Education and awareness are critical in stopping hate crimes at school. Students and staff need to understand what hate crimes are and why they are harmful. They also need to be aware of the different types of hate crimes, including verbal, physical, and emotional harassment. Schools can hold workshops, assemblies, and training sessions to educate students and staff on these issues.

2 Encourage Reporting

One of the most effective ways to stop hate crimes is to encourage reporting. Students and staff need to feel comfortable reporting incidents of hate crimes, even if they are not the victim. This can be accomplished by creating a safe reporting system that protects the identity of the person reporting the incident. It is also important to have consequences for those who commit hate crimes to show that the school takes these issues seriously.

3 Establish Consequences

Establishing consequences for hate crimes is important to deter future incidents. Schools should have a zero-tolerance policy for hate crimes and should outline clear consequences for those who commit them. These consequences should be consistently applied to all students regardless of their background.

4 Foster Inclusivity

Schools should work to create a welcoming and inclusive environment for all students. This can be accomplished by celebrating diversity, promoting understanding and empathy, and creating opportunities for students to learn about different cultures and backgrounds. Schools can also establish clubs and groups that promote inclusivity and provide a safe space for students who may be marginalized.

5 Provide Support

Students who are victims of hate crimes may need additional support. Schools can provide counseling services, support groups, and other resources to help students cope with the aftermath of a hate crime. It is important to provide these resources in a timely and confidential manner to protect the privacy of the student.

6 Engage the Community

Stopping hate crimes requires the entire community to work together. Schools can engage parents, community leaders, and law enforcement agencies to help prevent hate crimes from happening. This can be accomplished by holding community meetings, partnering with local organizations, and establishing relationships with law enforcement agencies.

7 Regularly Assess and Improve Prevention Efforts

School administrators should regularly assess the effectiveness of their hate crime prevention efforts and make improvements as necessary. This can be accomplished through surveys, focus groups, and other forms of feedback from students and staff. Administrators can use this information to identify areas for improvement and make changes to their prevention programs. Regular assessment and improvement demonstrate a commitment to preventing hate crimes and help ensure that prevention efforts are effective and relevant.

To be continued:

This is the first of a multipart series. Coming up, we will dive deeper into each of the seven parts.

Remember: Stopping hate crimes at school requires a multi-faceted approach. Education, awareness, reporting, consequences, inclusivity, support, and community engagement are all critical components of a successful prevention program. By working together, schools can create a safe and inclusive environment for all students.