Keeping Our Students Safe During School Crises

Columbia, Dusty; Clarke, Laura; Weber, Kimberly P.

doi:10.14434/pders.v38i1.27970

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Drills should be planned carefully by a multidisciplinary team to include the input of various stakeholders, including school psychologists, to help to anticipate potential needs of participants and ensure that the resources already are in place for the drill if negative reactions arise (Brock et al, 2016; Schonfeld et al, 2020). Schools also should be clear about the learning objectives for the participants and provide training that is developmentally appropriate and considers the needs of students and staff with disabilities in lockdowns and other response protocols (Columbia et al, 2019; Schonfeld et al, 2020; U.S. Department of Homeland Security, 2020).…”

Section: Discussionmentioning

confidence: 99%

Effects of Lockdown Drills on Students’ Fear, Perceived Risk, and Use of Avoidance Behaviors: A Quasi-Experimental Study

Schildkraut

Nickerson

2022

Criminal Justice Policy Review

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Although widely used in schools across the United States, little is known about the impact of lockdown drills, particularly related to psychological outcomes such as fear, perceived risk, and avoidance. This study utilized survey data collected over 3 timepoints—baseline, after the first lockdown drill, and following training and a second lockdown drill—from more than 10,000 students in a large urban school district. The results indicate that students were less fearful and perceived lower risk after participating in lockdown drills and emergency response training, although reported avoidance behaviors increased. Perceived school safety predicted less fear, risk, and avoidance, while perceived emergency preparedness predicted less fear and avoidance but higher risk. Implications for broader considerations for school administrators and policymakers related to emergency preparedness preparation, including drills and training, are offered with particular focus given to best practices for trauma mitigation.

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Section: Discussionmentioning

confidence: 99%

Effects of Lockdown Drills on Students’ Fear, Perceived Risk, and Use of Avoidance Behaviors: A Quasi-Experimental Study

Schildkraut

Nickerson

2022

Criminal Justice Policy Review

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“…Teachers prepare an individual education program (IEP) for children with special needs while working with the remaining IEP team to plan for their safety, even during a national lockdown or in the event of a natural disaster. The IEP team understands the intellectual, physical, emotional, and health needs of such children; therefore, it is best suited for designing and realising an individual emergency lockdown plan (Clarke et al 2014;Dusty et al 2019).…”

Section: Broadening Learning Methods On Drrmentioning

confidence: 99%

Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Rofiah

Kawai

Hayati

2021

Jàmbá - Journal of Disaster Risk Studies

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Children with special needs are one of the most vulnerable groups when disasters occur. They are often excluded from any risk reduction conducted during such situations; therefore, introducing disaster mitigation education at the early stage has numerous benefits. This study aims to explore the critical elements of disaster mitigation education, limiting the scope to primary schools in an inclusive setting in Yogyakarta. A qualitative methodology involving focus group discussions and interviews was applied for in-depth exploration and insight into stakeholders’ perspectives on education. This study identified six key elements of inclusive disaster mitigation education in schools: (1) strong initiative to conduct self-initiated disaster risk reduction (DRR) education for all students; (2) modification of infrastructure and learning environment to accommodate children with special needs and other students; (3) broadening learning methods in DRR; (4) child empowerment and meaningful participation; (5) school management awareness and strategies for conducting DRR; (6) extensive stakeholder involvement within disaster mitigation education. These elements are expected to improve implementation of such programmes, thereby increasing the quality and accessibility of children’s disaster mitigation education, as well as increasing their capacity in the risk reduction process through teacher support.

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“…In addition, preschool teachers simultaneously must not only evacuate children, but also evacuate the first aid equipment, breastmilk, infant formula, and diapers needed to effectively care for young children for the duration of the crisis event (DeYoung et al, 2018). Special consideration must also be made to evacuate supplies for children with special needs (Columbia et al, 2019). The need to evacuate such a large amount of critical equipment, along with the children themselves, may be unmanageable for a teacher who is working alone or with very little adult support in a classroom.…”

Section: Introductionmentioning

confidence: 99%

The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center

Machado

Anderson

2022

Journal of Early Childhood Research

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The purpose of this study was to investigate the perspectives of preschool teachers regarding crisis preparedness in independently funded childcare centers. This study was based on the integrated model of school crisis preparedness and intervention proposed by Jimerson, Brock, and Pletcher. This study examined how preschool teachers describe the effect of crisis preparedness drills and training on their ability to handle school crisis events prior to, during, and following a center crisis. Qualitative data for the study were gathered during one-on-one interviews conducted with 15 preschool teachers working in independently funded childcare centers across a Western state of the United States. Preschool teachers indicated that some aspects of crisis preparedness drills and training have increased their ability to handle school crisis events while other aspects appear insufficient, both in anticipation of and during a real emergency. Results from this study may inform preschool center directors about the type of training that preschool teachers have, want, and need, in order to best prepare these teachers to respond to a school crisis event and keep children safe.

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Keeping Our Students Safe During School Crises

Cited by 6 publications

References 7 publications

Effects of Lockdown Drills on Students’ Fear, Perceived Risk, and Use of Avoidance Behaviors: A Quasi-Experimental Study

Effects of Lockdown Drills on Students’ Fear, Perceived Risk, and Use of Avoidance Behaviors: A Quasi-Experimental Study

Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

The perspectives of preschool teachers regarding their ability to respond to various crises in the childcare center

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