There are damaging outcomes when schools cannot execute effective school safety plans. The problem is when teachers do not feel safe, effective instruction declines, student--teacher relationships suffer, and efficacious teachers leave the field. The purpose of this study was to delineate practices that make pre-school to 12th grade teachers feel safe. The theoretical framework was based on Maslow's hierarchy of needs. The utilized method was quantitative, and the design was descriptive. The population was currently employed pre-school through 12th grade teachers throughout the United States. Research questions are as follows: To what extent do school practices, as defined by emergency preparedness, policies for reporting behaviors, training on various school safety plans, security force, and school building safety impact teachers' perceptions of school safety?; What is the effect of school safety plans on teachers feeling safe?; To what extent does connectedness impact teachers' feelings of safety within the learning environment?; and What is the effect of support, as defined by peer support, leadership support, connectedness to colleagues, sense of belonging, and objective evaluations of teaching performance on teachers feeling safe? An analysis of the data revealed there was enough evidence to determine there was a correlation between teachers feel safe and school safety practices, school safety plans, connectedness, and support. Limitations were no available single survey tool, three different surveys were used, teachers completing the survey may be concerned about revealing their authentic perceptions, and a more variable sample of participants would have been beneficial. Recommendation for practice involved mental health support and safe safety practices to include prevention, protect and mitigate, and respond and recover. Future research can consist of surveying parents, students, and teacher, focus on inner city schools, mental health support, and the utilization of face-to-face interviews. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]