Is predation by ants driving the evolution of tarantulas? First report of tarantulas (Araneae, Theraphosidae) actively using urticating setae against invertebrates.

School safety has become a focus of scientific research in recent years, being recognized as a key dimension of the broader school climate (Grazia and Molinari ). The term refers to students' perception of school as a safe and inclusive environment in which they can express their personal identity without fear of discrimination, rejection, or harm (Pistella et al. ; Skiba et al. ). According to Social Cognitive Theory (Bandura ; Bussey ), students' perceptions of their school environment develop through the reciprocal interplay between personal factors, social influences, and behavior. This triadic reciprocal model posits that these components continuously influence one another, with students actively interpreting their experiences within the school context. In the context of bullying, teachers' responses represent a key social influence that students observe and interpret when evaluating how bullying is recognized, discouraged, and managed. Together with students' personal characteristics and prior involvement in bullying experiences, these observations contribute to the development of beliefs about the school's capacity to provide protection and support, ultimately shaping perceptions of school safety. Consistent with this perspective, students belonging to minorities or socially stigmatized groups consistently report lower levels of school safety (Hunt et al. ; Russell et al. ). For these students, school can be a threatening environment in which their social identity is judged through the lens of a negative stereotype and devalued by peers (Tajfel and Turner ), particularly when the school context reinforces social hierarchies or norms that heighten vulnerability to rejection, exclusion, and victimization (Major et al. ). These processes are especially salient during adolescence, a developmental stage characterized by identity construction, the need for belonging, and peer evaluation (Erikson ). At this stage, physical appearance becomes a central axis of status and social comparison among peers, a process amplified by social pressure and the influence of social networks, which promote normative ideals of image and increase the visibility of physical differences (de Vries et al. ; Fardouly and Vartanian ). As a result, students whose appearance deviates from dominant norms may be especially vulnerable to aggression, which may in turn undermine their perceptions of school safety.