Introduction
Addressing school violence and safety should include the entire school ecology. Educator demographics, community factors, and school characteristics—like urbanicity and school climate—play roles in teacher susceptibility to direct acts of violence (McMahon, Worrell, et al., 2024). These safety concerns are not limited to violence committed by students; the APA Task Force’s research demonstrated that colleagues, parents, and administrators are also aggressors against educators. For example, after COVID-19, one-quarter of teachers reported physical violence from a parent, colleague, or administrator (McMahon, Worrell, et al., 2024).
The 2024 NEA survey also indicated that 56 percent of educators surveyed were concerned with a lack of respect from parents and/or the public (SSRS, 2024). Ninety percent of teachers and 85 percent of education support professionals (ESPs) Education support professionals (ESPs) represent school support staff across nine career families: clerical services; custodial and maintenance; food services; health and student services; paraeducators; security workers; skilled trades; technical services; and transportation services. Go to reference working in pre-K–12 education believed that making schools safe for students and staff should be a high or top priority for an education association or union, according to NEA survey data.
- 3 Education support professionals (ESPs) represent school support staff across nine career families: clerical services; custodial and maintenance; food services; health and student services; paraeducators; security workers; skilled trades; technical services; and transportation services.