It could happen anywhere, any time or to anyone.
When the school day begins parents walk in with their children, teachers may get a high five from students entering the classroom and students expect to learn new subjects and enjoy time with their friends. Everyone settles in for another day at school but then an unknown visitor enters the facility. History has proven everything can change in a single moment.
School administrators and teachers live in a world where they go to school each day often wondering if they are safe.
Since the tragedy of Columbine High School more than 20 years ago, 301 people have been killed and 461 have been injured in school shootings, according to Newsweek.
Implicit in the premise of our educational system is the belief, and trust, our schools will be safe havens where our children’s learning and academic, social and emotional growth develops.
It is difficult to imagine a more basic drive than the instinct to keep your child, or any child, safe; particularly in a school environment. Moreover, our schools exist as places of learning but only within the basic expectation that our schools will, fundamentally, be safe.
Educators, school administrators and counselors agree if a child is hungry at school, learning is unlikely to take place. Equally true is the theory if a child is scared for their safety or has a fear of violence, then learning is likely not occurring.
It would be myopic to assume any message on school safety focuses primarily on “active shooter” events; environmental threats represent a far greater threat to mass displacement, injury or death than any human threat we’ve experienced to date.
The intent of this article is to:
- Identify a proficient authority on safety and security in schools
- Provide clarity and eliminate the “Tower of Babel” confusion about school safety to cut through the noise and identify common sense safety and security best practices
- Provide a concise framework for engagement to improve school safety and security
Read the full whitepaper at the link below.