According to a safety paradigm that calls for human factors behind the
incidents and emphasizes resilience it can be understood that near-miss
cases and accidents are in relation to several physical, social,
psychological and pedagogical factors. To be able to develop safety
culture at schools there is need to record, monitor and analyze
incidents, near-misses, accidents and injuries in learning environments.
However there are no systematic procedures in regular use that would
allow schools as organizations to learn from incidents and implement
alterations in practice to develop their safety culture. It is more a
question what schools know about their safety and how they understand
their safety culture to develop it proactively. In the paper analysis
for 168 incidents from three comprehensive schools in Finland, was
executed. On the basis of theory driven analysis the incidents were
categorized to physical, social, psychological and pedagogical
dimensions. Incidents in pedagogical learning environments are
introduced more detailed in this paper. This paper gives prior knowledge
of incidents in pedagogical learning environments: what happens, where
and to whom. Based on results there is an obvious need to develop
methods of reporting incidents in schools as well as the motivation to
report, to be able to develop the safety culture. In the future
students’ role in recognizing incidents should be emphazised.