The negative societal or school-delivered messages that students can receive in relation to their race, ethnicity, gender or gender identity, language, immigration status, disability, age, or any other feature that is associated with social stigma can trigger social identity or stereotype threat. Such threat occurs when people feel they are at risk of being negatively judged in a situation because others associate their identity with undesirable characteristics. When social identity or stereotype threat has been triggered, it induces stress and impedes working memory and focus, leading to impaired performance on tests and other school tasks. In addition, students experiencing these threats often have a heightened assumption that they are uncared for or unwelcomed, causing many to disengage or disidentify with school settings. This report describes how practitioners can build inclusive and affirming school environments with keen attention to identity safety. Identity-safe learning settings aim to mitigate psychological threats to students and their multifaceted identities that could be triggered by negative messages, bullying, or marginalization while helping to nurture a positive sense of efficacy and engagement in learning. In using identity-safe teaching and learning practices, educators promote student achievement and attachments to school by creating a genuine sense of belonging and membership for each student. [This report draws upon research presented in "Educating the Whole Child: Improving School Climate to Support Student Success" (ED606462) and "Design Principles for Schools: Putting the Science of Learning and Development Into Action" (ED614438).]