Most of us continue to attempt to “get our heads around” what happened at the Sandy Hook Elementary School in Newtown, CT. As we grieve for the children lost, the families, the community, and for the general “innocence lost” for all, we wonder if any good can come of this.
Whether any real lasting change occurs remains to be seen. Perhaps, due to the cumulative effect (i.e., Columbine, Virginia Tech, Aurora) or because the innocent victims this time were mere “babies”—or both—our reactions this time seem to possess more gravity than those following other recent, similar occurrences.
There is no single answer or solution to these horrific events. Complex issues require a multitiered approach and perspective.
The Question of Armed Security
While schools are in large part safe places (though it does not feel this way right now), this was not a unique event. The first noted school shooting was in the 1700s, and, while we’ve seen all too many in our lifetime, we do not want to turn our schools into prisons.
We have been asked our opinion of schools using armed guards. This approach has been implemented in a number of public schools, and, in very limited situations, some private schools. If done in a considered manner—e.g., what is the impact on culture and community?—are there alternatives?—where do the funds come from?—and, if highly trained and vetted personnel are employed in this role, this approach may work in certain situations. We do not, however, believe adding more guns to the equation to be the best solution.
Societal Questions
We encourage broad dialogue, including intelligent discussions concerning gun control, mental health (providing more incentives so more folks specialize in this area, providing more training and resources for early intervention), more intentional and better security, and, as was so evident at the Newtown School, emergency training that, with amazing acts of battlefield-like heroism, without a doubt saved many children's’ lives.
For purposes of this article, we will leave the discussion of gun control and mental health for public debate, and to local and federal legislators. We do want to speak briefly about security and training, safety in general, and what you can do (and may already be doing) at your school.
A Multitiered Approach
As noted, the issue of safety requires a multitiered approach and includes elements beyond weapons that impact school safety in general. These include people, facilities, activities, and policies and procedures. Here are a few things to consider under each of these taxonomies; these should be elements in your overall crisis plan.
People
Are you doing or do you have:
- background checks for staff, volunteers, and any vendor employees on campus (e.g., construction personnel)?
- training in the areas of bullying and sexual misconduct?
- training on the signs of “children at risk” and the four types of abuse?
- a “safety committee” or team?
Facilities
Do you have or use:
- limited entry (one locked door)?
- a key-or card-entry system?
- sign-in and sign-out procedures?
- visitor badges?
- escorts for visitors to and from their point of destination?
- crime prevent through environmental design?
- proper working equipment (e.g., fire extinguishers, cameras, AED, burglar alarm, sprinkler systems, signage)?
Activities
Do you plan, practice, and have in place:
- protocols for trips and chaperoning?
- policies for what to do in an accident?
- monitoring for safe fields and equipment?
- personnel trained in CPR and use of AED?
- protocol for calling 911?
Policies and Procedures
Policies naturally include the above training and also should include reporting and investigation protocols, such as how, when, and to whom to report:
- concerns of abuse (CAPTA and “required reporter” laws),
- concerns about bullying,
- behavioral concerns, and
- other child-protection issues.
Finally (and, again, as evidenced in this recent occurrence) knowing and practicing the four safety drills—evacuation, reverse evacuation, shelter-in-place, and lockdown—is critical.
Stories and Perspectives
Stories are easier to remember than “facts” and are often the best way to teach. One of our Consultants, who has previous public school experience, recalls the following.
“We held school-level lockdown drills and evacuation drills that were refined over time. It sounds like these types of drills were also practiced in Connecticut.
“But what made the difference were the ‘tabletop’ drills we participated in once a year. In conjunction with the County Sheriff's office and the local State Police, an afternoon was set aside for schools from each feeder area to meet with their full Emergency Response Team in a large boardroom. Each school was at a separate table. One school was assigned the "Center Table," which meant it was the "victimized" school. (Each year, a different school from the feeder area was seated in the center of the room.) There might be violent scenario, or there might be a weather scenario (like a tornado strike) or whatever the police decided the event would be.
“The school at the center table then had to role play who would do what and in what sequence. The school would be told which members of the team would not be participating because they had either been incapacitated or were told that they were out of the building at the time of the event. During the role play, the police and school system's Emergency Officer would chime in with suggestions and conversation around what the school-level personnel were doing. The tone was always cordial and instructive.
“These sessions were extremely helpful in helping each school identify areas of improvement for its emergency plans and refine those plans based on useful data from the drill. It also helped show how schools can support one another in times of emergency.”
As you can see, these “table games” and “full functional exercises” where first responders are “actors” in this process can be highly effective training scenarios, helping each school to prepare for the worst, while hoping to never need to call these plans into action. Consider perhaps partnering with other private schools or a local public school for this.
The Newtown School and its staff appear to have done everything reasonably possible to prepare for and react to a crisis. But, relative to what unfolded, no one action or one person could have stopped this horrific act once it was set into motion.
So, again, perspective. The best we can do at this juncture (and, in a way, to honor all those involved) is to learn from this event, to do something with what we learn, and to commit to doing everything reasonably possible to make our schools as safe as they can be—while not losing any more “innocence” in the process.
Additional ISM resources of interest
Michael Dorn, Founder and Director of Safe Havens International, is a leading safety expert, and offers much free information on his website.
