How to create a socio-emotionally safe learning environment? This theoretical article discusses the premises of a socio-emotionally safe learning environment in basic education and especially the teacher’s role in it. The article analyzes two questions: (1) What kind of interventions have been introduced in basic education to build a socio-emotionally safe classroom environment? and (2) How could a model be created that would broadly consider previous approaches and further strengthen the development of a socio-emotionally safe classroom environment? We present a theory-based categorization of programs aiming to develop a socio-emotionally learning environments followed by introducing the model of Learning-Groups-Limits (LGL) that combines the various perspectives and offers a tool for supporting teachers in their work. In the LGL model, L corresponds to the term “learning" as cognitive safety; G to the term "group" as social safety; and L to the term "limits" as emotional and physical safety. It is essential to support teachers so they can foster a positive learning environment. The article contributes new viewpoints to how to develop new forms of collaboration to strengthen the interaction between pupils and teachers.