What Safe Truly Means

By Eliza Bellones

I consider my last two years of high school some of the best years of my life, and while there are many reasons why, one stands above the rest: school was a place where I felt genuinely safe. Feeling safe at school made it possible to simply be a student—to learn, dream, explore, and grow. This safety should not be a privilege. And yet, for many Filipino students, unsafe schools are no longer a distant threat; they are a lived reality.

When we hear school violence, our thoughts naturally go to its tangible manifestations: physical attacks, weapons, fights. And therefore, when we talk about preventing violence, we tend to turn to what seem like direct solutions: stricter rules, surveillance, disciplinary measures. This is not to say that these remedies are unimportant or ineffective, but I think we fail to realize that safety is bigger than the absence of violence. A student can be physically safe and still feel isolated, bullied, afraid to speak, or unsupported. This is why I believe that a truly safe school does not just protect students from harm; it creates an environment where students know that someone will be there when they need help.

If safety is more than simply preventing violence, then preventing violence must also mean understanding what drives students to violence in the first place. Violent acts do not necessarily emerge out of nowhere. To understand the circumstances that can lead a student to violence is not to excuse the violence itself. It is to recognize that prevention begins long before the moment someone picks up a weapon or hurts another person.

A student who commits violence must be held accountable, but accountability and compassion are not opposites. It is easy to look at a student who has committed an act of violence and reduce them to the worst thing they have done. But doing so may prevent us from asking the more difficult question: what happened before they reached that point? These students are capable of causing harm, but they are also still capable of learning, changing, and being helped. Recognizing this does not diminish the harm done to their victims. If anything, it reminds us that prevention must begin before a student becomes a perpetrator.

This is where the broader meaning of school safety becomes important. If we want to prevent violence rather than merely respond to it when it happens, students need places where they can be seen and heard before their personal struggles escalate into community crises.

What does a truly safe school look like? It looks like a sense of community, where students feel connected to their classmates, teachers, and school. When students do not feel invisible, they are more likely to look out for one another. It looks like having someone to turn to, someone students do not feel afraid to approach because they know they will be heard and taken seriously. It looks like freedom—the freedom to dream about the future without fear standing in the way.

Prevention, then, is not only about stopping weapons at the school gate. It is also about building a school community where warning signs are noticed, concerns are heard, and students know they are not alone. But none of these things can happen through good intentions alone. If we are serious about making schools safer, we need to stop treating education funding as an expense—or worse, allowing it to be lost to corruption—and start treating it as an investment in the safety and wellbeing of the students who will shape our country’s future.

If we want safer schools, we cannot simply ask how we can stop violence once it occurs. We have to ask what kind of schools we are building in the first place—and whether we are willing to give them the resources they need to make every student feel safe.