Closed-circuit cameras in classrooms draw on a long evolution of school supervision practices and safety technologies. The concept of surveillance in educational spaces dates back to the early 20th century, when schools adopted hall monitors, attendance tracking systems, and later intercoms to manage behavior and ensure order. CCTV technology itself emerged in the mid-1900s, first used in public institutions and later spreading to commercial buildings and urban security networks. By the late 1990s and early 2000s, rising concerns about school safety, particularly in the wake of high-profile incidents, led many campuses to experiment with security cameras in hallways, entrances, and playgrounds. The idea of extending this technology inside classrooms is more recent, coinciding with improvements in digital storage, remote monitoring, and integrated school security systems. Regions such as parts of East Asia, the Middle East, and the United States have seen pilot programs or legislation proposals framed around transparency, teacher accountability, and student protection. This discussion sits at the intersection of educational policy, surveillance history, and the evolving role of technology in shaping school environments, reflecting how institutions balance safety, pedagogy, and privacy norms across generations.