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The following is a research report that explains how evidence gathered shows how building an exclusive classroom helps with:

- addressing the needs of the whole child
-creating safe classroom environments
-creating an overall joyful place that makes students want to come back.

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A Pennsylvania State University journal throws light on the importance for schools to not only teach students their core curriculum, but also to support the social and emotional development of students and adults.

Teaching how students how to manage emotions can help students achieve positive goals, maintain positive relationships, and make responsible decisions.

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The National School Climate Center website gives their input on how the School Districts, and  the community can help create a healthy school environments for their children.

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Our Approach - National School Climate Center

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NSCC defines school climate as the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life; it also reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.

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http://www.speakup.com/

The following infographic from Speak Up gives some statics highlighting some unsafe activities students are engaged in.

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Iowa State University outlines and gives great resources to help instructors to create an inclusive learning environment.

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It is very common for instructors to assume that student shares their own background, but this is not necessarily so. Do you find yourself addressing students as if they all share your social identities?

Learn and use students' names.

Even in large classes, you can start with a few names and build up. At the very least, let students know you are making an effort to do so.

Model inclusive language.

For instance, avoid using masculine pronouns for both males and females. When you use U.S. English idioms, explain them for the benefit of non-native English speakers.

Use multiple and diverse examples.

Multiple examples increase the likelihood of students relating to at least one of them. Take care to include examples that speak to both sexes and that work across cultures.

Establish ground rules for interaction.

This will assure that other students are also being inclusive and respectful. In order to generate maximal buy-in into the ground rules, you can involve the students in the process of establishing them. You will still need to enforce the ground rules and correct students for the occasional non-inclusive or disrespectful comment.

Examine your curriculum.

Are certain perspectives systematically not represented in your course materials (e.g., a course on family focusing only on traditional families, or a course on public policy ignoring race issues)?  Neglecting some issues implies a value judgment (hooks 1994), which can alienate certain groups of students.

Strive to be fair.

Especially in courses with multiple sections and Teaching Assistants, it is crucial to be perceived as fair, both in grading and in implementing course policies. Perceptions of unfairness can induce feelings of learned helplessness (Peterson et al., 1995), which are highly demotivating for students.

Be mindful of low ability cues.

In their efforts to help students, some instructors inadvertently send mixed messages (e.g., "Sure, I'll be happy to help you with this, I know girls have trouble with math"). These cues encourage attributions focused on permanent, uncontrollable causes, which diminish students' self-efficacy. Instead, it is more productive to focus on controllable causes, such as effort.

Provide accommodations for students with disabilities.

Instructors are required by law to provide reasonable accommodations to students with documented disabilities.

Don't ask people to speak for an entire group.

Students of underrepresented identities often report either feeling invisible in class or sticking out like a sore thumb as the token member. This experience is heightened when they are addressed as spokespeople for their whole group and can have implications on performance (Lord & Saenz, 1985).

Practice inclusive classroom behaviors.

Of course, we as educators are not out to intentionally exclude anybody from the educational experience. However, many researchers report small unconscious behaviors - "microaggressions" - that certain student groups experience repeatedly. For instance, women report that instructors tend to interrupt them more often than men, ignore them more often, call on them less often, ask them more recall questions and less analytical questions, acknowledge their contributions less, and build on their answers less (Hall, 1982).  These microaggressions add up and have a highly discouraging effect on those students.

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It is very common for instructors to assume that student shares their own background, but this is not necessarily so. Do you find yourself addressing students as if they all share your social identities? Even in large classes, you can start with a few names and build up.