School safety measures have become a significant concern in school districts, with efforts ranging from proactive strategies to reactive responses. This abstract delves into the contrasting approaches of proactive and reactive measures and examines their respective impacts on the culture and climate within schools. Proactive safety measures encompass a spectrum of strategies aimed at preventing potential threats before they occur. These may include implementing security protocols, conducting risk assessments, fostering positive school environments, and promoting mental health support systems. These initiatives contribute to a sense of security and well-being among students and staff, fostering a positive school culture characterized by trust, collaboration, and a focus on learning. Surveys and interviews collected qualitative perception data from school board members, teachers, counselors, school resource officers, and administrators to explore school safety measures and their effect on school culture and climate. The result of the research indicates that district stakeholders believe that Improving school safety initiatives is essential for maintaining secure environments within school districts. Consistent and effective communication plays a pivotal role in this process, fostering trust among district stakeholders in both proactive and reactive safety measures. When stakeholders have confidence in the safety protocols in place, it contributes to a positive school climate. Emphasizing proactive safety measures proves to be more advantageous in ensuring the safety of school districts compared to reactive approaches, as it enables schools to anticipate and address potential threats before they escalate. Proactive and reactive school safety measures exert significant influence on the culture and climate within educational settings. While reactive measures are necessary for addressing immediate threats, proactive initiatives play a crucial role in fostering a supportive and inclusive school environment conducive to learning and overall well-being. By striking a balance between these approaches and prioritizing the cultivation of a positive school culture, educational institutions can create safer and more nurturing environments for all stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]