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| Acknowledgments | |
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| Introduction | |
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| Dimensions of a Very Big Picture | |
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| What Safety Is | |
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| Defining Emotional Safety | |
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| Safety for Adults in Schools | |
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| The Heart of the Matter: Feelings and School | |
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| Safety: It's a Brain Thing | |
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| Learning and the Brain | |
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| Memory and Emotion | |
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| Fear, Stress and Learning | |
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| Stressful or Painful School Events, Experiences and Situations That Can Compromise Emotional Safety | |
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| Body and Mind | |
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| Movement and Learning | |
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| Turn It Up, Turn It Down | |
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| How We Look, What We See | |
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| Monsters in the Closet: Where Children Are Coming From | |
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| Monsters in the Closet | |
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| When the Cradle Falls | |
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| "No, Really ... I'm Fine": Coping and Compensating | |
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| Fight, Flight or Freeze | |
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| Taking Our Family Roles to School | |
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| Survival Behaviors in the Classroom | |
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| Over the Edge: A World of Violence | |
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| Violence in Kids' Lives | |
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| That's Entertainment | |
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| Bang, Bang! You're Dead! | |
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| When Violence Happens in Schools: The Reactions | |
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| Brave New World: The Changing Role of the School | |
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| Rethinking Our Priorities | |
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| Testing, Testing | |
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| The Age of Connectedness | |
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| All Are Welcome Here: The Need for Community | |
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| Worth the Investment | |
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| Connecting in School | |
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| Logistical Issues: A Sizeable Question | |
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| The Power of Advocacy | |
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| Putting It All Together | |
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| All the King's Horses | |
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| Snags in the Tapestry | |
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| The School as a Dysfunctional Family | |
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| Impression Management | |
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| Oversimplification | |
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| Reactivity | |
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| Scarcity Thinking and Negativity | |
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| Product vs. Process | |
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| Constructive Alternatives to Dysfunctional Patterns | |
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| More Welcome than Others: Discrimination and Belonging | |
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| One Fine Stew | |
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| Pretty and Popular | |
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| Stand by Me | |
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| Where Never Was Heard a Discouraging Word | |
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| How Does Your Garden Grow? More Diversity, More Discrimination | |
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| The Animal School: A Fable | |
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| When the Elevator Only Goes Down | |
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| Diversity 101: Lots of Ways to Learn | |
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| Is This Channel Open? | |
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| Personality and Temperament | |
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| How Are You Smart? | |
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| The Toolbox | |
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| Academic Safety: Learning and Success | |
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| Power, Success and the Freedom to "Fail" | |
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| How'm I Doing? Feedback and Assessment | |
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| Winners All Around: Cooperation and Service | |
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| Emotional Safety: Personal and Character Development | |
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| I Been Down So Long | |
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| Bouncing Back: The Art of Resiliency | |
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| The Myth of the Self-Esteem "Myth" | |
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| The Myth of the Self-Esteem Myth | |
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| Toward a Strong, Moral Character | |
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| Bearing Witness: Support for Children in Crisis | |
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| The Spirit of the School | |
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| Social Safety: Belonging and Interpersonal Competence | |
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| When Kids Don't Play Nice | |
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| The Other End of the Stick | |
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| Bully-Proofing the Schools | |
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| Respecting Differences, Changing Beliefs | |
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| The Teacher as Model | |
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| Behavioral Safety: Discipline and Cooperation | |
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| Traditions of Disempowerment | |
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| Zero-Tolerance and Push-Out Strategies | |
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| Spare the Rod! | |
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| A Discipline Paradigm for the New Millennium | |
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| The Win-Win Classroom | |
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| Physical Safety: The Student Body | |
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| Things That Go Bump in the Environment | |
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| Yummy, Yummy, Yummy, Is There Food in Your Tummy? | |
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| I'm Hyperactive, You're Hyperactive | |
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| Taking the Path Less Traveled | |
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| The Grownups | |
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| Teacher Safety: Protecting the Protectors | |
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| Teachers as Learners | |
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| The State of the Teacher | |
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| Are You at Risk? | |
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| Follow the Leader | |
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| Administrative Behaviors That Motivate, Empower, Value, Inspire and Build Commitment and Trust | |
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| Work-Environment Questionnaire | |
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| The Collaborators: Parents and Community | |
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| Dealing Successfully with Your Students' Parents | |
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| Rethinking Our Priorities, Part II: Valuing the People Who Work with Our Kids | |
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| Epilogue: Are We Almost There Yet? | |
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| Survey: Is Your School an Emotionally Safe Place? | |
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| Building Emotional Safety Worksheet | |
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| Chapter Notes | |
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| Recommended Resources | |
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| Index | |