Teachers’ accounts provide a rarely examined source of evidence on school safety. This study examines safety incidents, consequences, and preventive measures reported by lower secondary school teachers in Nghe An Province, Vietnam. Of 62 free-text responses collected during an in-service professional development course in March 2026, 60 valid accounts were analyzed using inductive content analysis. Because participants constituted a convenience sample, proportions describe the account corpus rather than incident incidence in schools. Seven incident categories emerged. Student-to-student conflict and violence was the largest category (27/60, 45.0%), including 22 accounts of physical aggression and five of conflict, threats, or coercion without physical aggression. Nine of these 27 accounts traced the dispute to social media or unsupervised phone use before it moved offline. Psychological harm appeared in 21 accounts (35.0%), including seven without reported physical injury. Proposed measures were predominantly relational and educational and focused on the specific event described; only five accounts proposed recurring risk-assessment procedures. Because existing school systems were not surveyed, these findings describe teachers’ proposals rather than current arrangements. The findings suggest, but do not establish, that standing risk-management procedures and early-response pathways for digitally initiated peer conflict warrant empirical testing.