Safety Needs For Motivation
No fear more confidence. 

When the physiological needs of students are met, the second layer of needs arises to be addressed which according to Boree (2006), involves safe circumstances, stability, the rule to be followed for safety from physical and psychological threats, and a need for structure, order and some limits. For example, the norms and goals set in the school and security to ensure safety which develops a sense of feeling safe from psychological and physical threats among the students contribute to their academic achievement. 

In the research on a safe and democratic environment, Kesici (2008) reported that the teachers need to adopt a democratic value of equality in the classroom, address students’ needs such as providing a peaceful learning environment, listening to the students to solve their issues, establish classroom rules which will help the students to enhance their academic achievements. The findings revealed that teachers build democratic classrooms by providing shared decision-making equality and effective communication establishing students centered education, treating students fairly, and allowing them to express their ideas freely. It was recommended that teachers provide an environment where students can perform freely express their feelings and ideas without restricting the range of others’ freedom. 

Security measures are taken in the security from violence secure the members of security which develop the courage among the students to provide community services and conduct academic surveys and projects that enhance their understanding of the environment. Findings of research studies conducted by Lefton (1997) focused on the efficiency of accomplishing learning tasks and safety and the consequences that help to motivate students to follow regulations, crowding limited rules, and clear guidelines to keep the environment safe. Parents, school administration, and teachers develop preventive decisions to ensure safety which motivate students to be engaged in learning tasks to improve their performance.

References

Kesici, S. (2008). Teachers’ opinions about building a democratic classroom. Journal of
instructional psychology, 35(2). Retrieved December 09, 2009, from
http://www.findarticles.com/p/articles/mi_m0FCG/is_2_35/ai_n27914355/?tag=content;col

Lepton, L. A. (1997). Psychology (6th ed.). Boston: Allyn and Bacon.