The aim of the study was to examine the experiences of primary school teachers regarding their work environment in relation to threats and violence. Data was collected through 10 semi-structured interviews with five primary school teachers and five primary school principals. The results were presented along with an analysis and a discussion based on previous research within the field of teachers’ work environment and violence in schools. Findings indicated that several teachers have been exposed to threats and violence at their workplace. It appears that teachers have been subjected to threats and violence from both students and guardians. The principals also noted that threats from guardians have been a common occurrence. Essentially, most respondents stated that threats and violence have increased over time. The most commonly mentioned explanation for this change was the digitalization and the expansion of social media. Children with neuropsychiatric diagnoses are in some cases difficult to establish meaningful connections with, which can hinder the ability to decrease problematic behaviors. Teachers expressed a feeling of inadequacy towards the students who do not receive the time they need, due to conflicts and disputes among other students, consuming a significant amount of time. A significant challenge in regards to teachers’ work environment is the shortage of sufficient financial resources needed in order to fulfill the educational needs. Overall, the study found that one of the most effective measures to prevent threats and violence in schools is to form student-centred relationships. Meaningful relationships can help teachers and principals become better equipped to handle challenging situations and address underlying problems before they escalate.