Awareness of child safety issues has increased worldwide, particularly in developed countries. Several policies have been adopted, and the mandates for teachers' compliance have been reinforced as well. However, the definition of child safety tends to be ambiguous, and teachers face difficulties in collecting evidence on violations concerning student safety owing to the sensitive nature of the problems. This situation reveals the issue of imperfect and incomplete information, terms used to refer to the absence of information about other actors and the rules of the game. A school reform approach that originated in Japan, known as School as Learning Community (SLC), effectively addresses this issue. SLC was originally developed for re-establishing learning in school communities. This study aims to examine how SLC can reduce imperfections in and incompleteness of information in the framework through both internal and external collaboration.