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Abstract: The article deals with protective and coping behavior of teachers in the aspect of their safety. The concept of the educational environment and the components from which it is composed are discussed. Attention is focused on the fact that only people who implement safe behavior can create a safe environment, it is especially important as there are a number of stressors and difficult situations in the educational sphere. Coping with stressful situations in different ways, teachers can have both positive and negative impact on themselves and on surrounding people. The article presents the results of research of protective and coping behavior of teachers in vocational schools in Ekaterinburg (n = 102). Diagnostics of protective and coping behavior is carried out using a number of techniques: the "Life Style Index" questionnaire by R. Plutchik; Questionnaire "Strategies for overcoming stressful situations" by S. Hobfoll; Questionnaire "Overcoming difficult life situations" by V. Janke and G. Erdmannai, etc. As a result of the research, the types of protective and coping behavior of teachers are distinguished, each of which is safe / unsafe for the teacher and other people: adaptive, victim-neurotic, negatively dominant, altruistic-passive, pro-social, victim-active. Based on the classification of the types of behavior on two grounds (safe/unsafe behavior directed at others/oneself), a theoretical model of safe protective and coping behavior of the individual in the educational environment is projected, a further research is needed to verify and refine it. It is intended to use the results obtained in the practical activities of educational organizations: the development of individual or group programs to correct the protective and coping behavior of teachers.