A qualitative research approach was used in this study to examine and analyze the study's objectives, as well as to determine how students and teachers interpret the concept of school safety. To identify significant patterns in how students express their safety experiences and to develop a school safety concept for students and instructors, qualitative data in the form of written interviews were analyzed and categorized. It aims to describe qualitatively students' and teachers' overall experiences with school safety, identify existing safety programs that students and teachers are aware of, and emphasize how the community and other stakeholders contribute to increased school safety. The most popular school safety activity and the program is to conduct safety exercises and drills, such as earthquake and fire drills, to prepare students and school employees. A recurrent feature of positive school experiences is learning new things with friends and engaging in social ties with others. Other classmates' violent and bullying actions influenced pupils' unfavorable experiences. Students identified good academics and management, as well as well-behaved students, as characteristics of their ideal school. Parents, relatives, and community members, as well as students and teachers, all agree that they play an important part in ensuring school safety. Parental participation is limited to Brigada Eskwela activities at the start of the school year. It was proposed that community and family members could increase school safety by participating in and engaging in school-related activities.