Schools are responsible for the safety and well-being of their students and staff, especially during emergencies. Emergencies can range from natural disasters, such as earthquakes and floods, to human-caused incidents, such as fires and shootings. How can schools plan for emergencies and keep children safe? Here are some tips and best practices for emergency management in schools.
The first step in emergency planning is to identify and assess the potential hazards and threats that could affect the school. This may include conducting a site survey, reviewing historical data, consulting with local authorities, and engaging with the school community. The risk assessment should consider the likelihood and impact of different scenarios, as well as the vulnerabilities and capacities of the school population.
Identifying and assessing potential hazards is critical when beginning this process. I highly recommend starting a Security Vulnerability Assessment (SVA) completed by a certified professional. The SVA should be done in accordance with accepted standards and guidelines such as those published by the Partner Alliance for Safer Schools (PASS). Specifically, this involves the following: - Identification and evaluation of the various threats facing the school - A systematic review of the existing security posture - Identification and evaluation of vulnerabilities in the existing security system - A proposal of short and long-term mitigation strategies to improve the safety of students, faculty, staff, and visitors
The second step is to develop a comprehensive and customized emergency plan that outlines the roles and responsibilities, procedures and protocols, resources and equipment, and communication and coordination mechanisms for the school. The plan should cover the four phases of emergency management: prevention, preparedness, response, and recovery. The plan should also address the specific needs and challenges of the school, such as the age and diversity of the students, the accessibility and security of the facilities, and the availability and training of the staff.
Though reunification is only a small part of keeping children in schools safe, it is a complex and often stressful process. In my experience, my agency has adopted a variation of the Standard Reunification Method (SRM) which was crafted by the "I Love You Guys Foundation". Though I have no affiliation with this foundation, I must mention their methodology as it is well designed, tested, and adaptable. We have utilized an adapted version as well as countless resources that they provide to help prepare for a reunification mission. This methodology should be given consideration when safety professionals look to plan for a school emergency.
The third step is to train and exercise the school staff, students, and stakeholders on the emergency plan and their respective duties and actions. Training and exercising can help to build awareness, skills, and confidence, as well as to test and improve the plan. Training and exercising can include various methods, such as workshops, drills, simulations, and tabletop exercises. The frequency and intensity of training and exercising should depend on the level of risk and complexity of the plan.
The value of training to augment a school's emergency response posture and enhance violence prevention cannot be overlooked. Recognizing the unique threats that schools encounter, training sessions should be designed to equip faculty and staff with the necessary skills and knowledge to anticipate, identify, and mitigate risks pertinent to their unique location and context. Furthermore, training should address various strategies for risk mitigation and response, emphasizing the importance of planning and preparation. Through these sessions, faculty and staff should be empowered to make independent decisions and act decisively when necessary instead of wasting precious seconds waiting for direction.
The fourth step is to review and update the emergency plan regularly and after any major incident or change. Reviewing and updating the plan can help to ensure its relevance, effectiveness, and compliance with the latest standards and regulations. Reviewing and updating the plan can involve collecting feedback, evaluating performance, identifying gaps and lessons learned, and incorporating new information and best practices.
The fifth step is to collaborate and coordinate with other schools, agencies, organizations, and partners that may be involved or affected by an emergency. Collaboration and coordination can help to enhance the situational awareness, resource sharing, mutual support, and joint action of the school and its allies. Collaboration and coordination can include establishing formal agreements, networks, and committees, as well as conducting joint training, exercising, and planning.
The sixth step is to educate and empower the school community, including the parents, guardians, and families of the students, on the emergency plan and their roles and expectations. Educating and empowering the school community can help to increase their understanding, trust, and participation in the emergency management process. Educating and empowering the school community can include providing information, guidance, and feedback, as well as creating opportunities for dialogue, involvement, and empowerment.
Over the last three decades, the imperative for schools to implement robust emergency response plans and training has become vital. Schools are confronted with an array of potential emergencies ranging from natural disasters and health epidemics to acts of mass violence. The absence of emergency preparedness poses a significant risk to the safety and well-being of students, faculty, and staff as well as the stability and continuity of our educational system. Each school's ability to identify potential hazards, mitigate risk, and respond effectively to unforeseen and harmful events is critical to its mission of educating our children and continuing to operate as a trusted institution.
An area that needs to be considered, is the immediate lockdown of students. The school wants to control the emerging crisis and be able to account for the students in their care. It is widely acknowledged that in the active shooter attacks on schools, the victims are those in situ. YES, there is risk when you run, but is this a better option than being “a sitting duck” in an unprotected room. Unfortunately, the attacker knows the response drills, so they know to seek out a group inside a classroom. This can be fixed, IF the classrooms are adequately ballistically protected and doors retro fitted to withstand forced entry. This also seems to go against the Govt advice to first RUN then HIDE then FIGHT/TELL depending on your country.