Purpose: The aim of this study is to identify the components of safe schools and develop a model for education in Iran.
Materials and Methods: The research method was mixed exploratory; In the qualitative part, the method of content analysis with inductive approach was used. Participants in the qualitative section included specialists and experts who reached a theoretical saturation with 13 people. The sampling method in the qualitative section was purposeful. The data collection tool was semi-structured in the qualitative part of the interview. Data analysis in the qualitative part was done using contextual analysis. In the quantitative part, the descriptive-survey method was used. The statistical sample in the quantitative section included 354 faculty members in the field of educational sciences of Khorasan Razavi universities as well as high-level managers of education. The data collection tool in the quantitative part was a researcher-made questionnaire extracted from the qualitative stage with 81 items. Quantitative data analysis was performed using structural modeling and AMOS software.
Findings: The results showed that the model of safe schools included the central components of psychological-physical (mental security; physical security, behavioral security, social security) and educational-curricular components (physical security, welfare security and educational security).
Conclusion: The results showed that one of the underlying factors affecting students' sense of security in schools is providing psychological security for students.