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Category: School Safety

The Relationship Between School Climate and School Safety

School climate is one of the most important factors of school safety. It is an abstract term that we often hear but don’t entirely understand. So what are the elements of school climate and how do they relate to school safety?

Norms

It may be a gentler word for “rules” from a certain perspective, but “norms” of a school can define behavioral standards from top to bottom. What is allowed or disallowed creates boundaries for everyone on campus.

  • Is lateness tolerated?
  • Are students allowed to roam campus in the morning before the first bell rings? This may depend on where you are and what has happened in the school’s past to shape these norms.
  • Does your school have a dress code or a uniform? Again, location and demographics may shape the norms surrounding school clothing.
  • Do students take pride in their campus by contributing to cleanliness and decorating signs and hallways for holidays and big school events?

Letting students take part in maintaining the school environment can foster school spirit and help create a sense of safety and comfort in their own surroundings.

Values

There may be many similarities between what most schools value; however, it is important to set your school apart with specific values that are made clear to students. These values may even change over time, depending on societal changes and community climate. At certain points in time, values such as equity and inclusion become a core focus for a school that has struggled in the past with these issues. What is it that your school needs to focus on in order to cultivate shared values throughout campus?

Some schools value community service and make service hours a required part of the curriculum. Others may value sustainability and create green spaces on campus where students can grow and monitor plants and vegetables as a part of their curriculum. Many schools value athletics and choose to generate school pride through their mascots and athletic events. Schools must be careful, however. Focusing too much attention on one value, such as using athletics as the sole generator of school spirit, can leave non-athletic students feeling alienated and not part of the school community. Whatever they are, it is important to have a variety of values that reflect the entire student body. Doing so ensures that students feel valued and gives them a sense of safety and belonging.

Expectations

Expectations are often confused with rules. Rules can be one-dimensional and restrictive. Expectations are less about reinforcing rules and more about sustaining a culture that is valued by everyone in the school. Having school-wide expectations in place also reduces the pressure on teachers to enforce rules that may be vastly different from other teachers’ rules and may cause frustration for students.

School-wide routines and traditions are essential to expectations as well. Examples of these routines include student orientation programs, student and faculty handbooks that outline school values, school-wide reward and consequence systems, morning announcements that reiterate expectations, and simply maintaining a consistent schedule with as few interruptions to student learning as possible. Consistent expectations and routines create an environment of stability, a crucial factor of school safety.

Attitudes

Attitudes may be the trickiest part of school culture, especially within middle and high schools, when students start to develop more apathy toward school. However, there are a few things to consider when it comes to cultivating positive attitudes in a school environment. First of all, the attitudes of faculty and staff can greatly influence the attitudes of students. If students are in an environment where they are constantly criticized and restricted, they will react accordingly and develop a deeper apathy towards their education. On the other hand, performative positivity should be avoided for the same reason- it can be alienating and make faculty and staff feel unapproachable.

Faculty should never feel pressured to be performative, as this can further drain their energy and potentially harm their relationships with students. Instead, it is important for school leaders to check in with their faculty often to hear their concerns and make sure that they feel supported and appreciated. A supportive environment is key to positive attitudes for both staff and students. In turn, faculty and staff can support students and help them feel like they have an authentic voice and space to express themselves. Avoid thinking of attitudes as “positive” or “negative”; attitudes are not polar and should not be treated so simplistically. The attitudes we want in schools are those of authenticity, care, and supportiveness. These are the attitudes that make students feel safe and connected.

School Connectedness

Creating a climate of connectedness requires a level of authenticity that is sometimes difficult for schools to grasp. As said before, there should never be pressure to be in a constant state of positivity, regardless of what self-help books have told us over and over. In an environment where staff and students are constantly pressured to “stay positive,” students will not feel safe coming forward with something that seems negative or outside the norm.

Instead, schools should aim for authentic connection with students and staff. The more connected students feel with each other and with their teachers, the more likely they are to open up about the important issues they are facing. This is imperative to developing an environment of trust, one in which students feel comfortable reporting suspicious behavior, coming to a teacher or counselor when in crisis, or simply divulging a serious problem for which they need help.

Relationships

Along with connectedness, relationships can make or break a school’s climate. Again, the goal is genuine communication with coworkers and students. The teachers who feel comfortable opening up about their struggles with each other are more likely to support each other in difficult situations. Likewise, the students who feel closer to their teachers are more likely to communicate when there is trouble later. It is up to faculty and staff to form relationships with students and to prioritize those relationships above all else. The trust that is built as a result is invaluable to the school climate and vital to an environment where students feel safe.

Teaching and Learning

While this may be the most obvious purpose of a school, teaching and learning affect school climate in ways we may not immediately realize. For years, the buzzword in education has been “engagement.” Are the students engaged? Is your instruction engaging? We often confuse engagement with entertainment. Teachers are not obligated to turn cartwheels in order to keep students entertained. However, whether or not students feel connected to what they are learning has a great impact on school climate. If they are stuck in dry lectures all day, they will inevitably feel restless and frustrated, possibly leading to behavior problems. At the same time, having an endless stream of entertainment in the classroom can negatively affect students’ ability to learn critical thinking. Finding a way for students to be active in their own learning is all engagement is really about. When students feel like they have something to contribute and something to work towards, their sense of value in their school environment skyrockets.

Other factors to consider in the learning environment are: 

  • Do students feel comfortable asking questions in your classroom?
  • Do students feel comfortable making mistakes in your classroom?
  • Are students given autonomy in their learning? 
  • Are the more reserved students given the same opportunities to ask questions out of the spotlight?

These questions may seem insignificant in the scope of school climate; however, these are issues that can greatly impact how safe or secure students feel throughout their day.

Safety

Now we come to the big one: Safety itself. School climate and school safety are inextricably linked. A school can be gated, with a camera at every corner, and an SRO at each door, but if the climate is out of balance, safety can take a complicated turn quickly. Some questions related to school safety and climate to consider are:

  • Are all possible physical safety measures in place? 
    • Has the school exhausted its resources for security officers, cameras, gates, etc.?
    • Are structures well-maintained and free of leaks and damage?
  • What measures are in place to protect and enhance student mental health?
  • What training does your staff receive in emergency preparedness? 
  • What is your staff’s attitude toward school safety? How often is safety discussed in faculty meetings? 
  • Are students encouraged to be involved in safety planning and awareness campaigns?

There are many other factors to consider when planning for safety. However, when it comes to safety and school climate, it is important to make sure students are not only aware but actively involved in the schools’ safety plans. It is also critical for faculty and staff to have training and resources available on emergency plans and safety issues. A safety-first approach to everyday routines is also crucial. Let students in on the reasons behind certain rules and expectations that relate to safety. When they understand how these seemingly arbitrary rules relate to their safety, they are more likely to invest in the school’s safety initiatives as a part of the larger climate. 

School climate is a complex system that takes a lot of commitment and teamwork from faculty, staff, and students. nSide strives to help schools make their environments safer with a one-stop platform where faculty and staff can view and enhance Emergency Operations Plans, navigate a detailed map of their school’s facilities, increase their understanding of emergency procedures, and conduct threat assessments to identify students who are in crisis and get them the help that they need. To find out more about how we can help you make your schools safer, reach out to us at help@nside.io or send us a chat! 

Sources:

What is School Climate and Why is it Important?
School Climate and Safety

https://www.erstrategies.org/cms/files/3714-schoolwide-values-ms-building-block-pdf.pdf

November 4, 2022
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8 Ways to Advocate for School Safety

October 16-22 is America’s Safe School Week. It is a time to bring awareness to school safety issues, as well as re-examine existing safety plans and policies. School safety is hardly a controversial issue; If there is anything a community can easily come to an agreement about, it is the fact that safety should be the highest priority in school planning. However, there tends to be a lack of understanding in the general public, and sometimes, even with school staff and students, about what goes into school safety and how many people need to be involved. During this Safe Schools Week, it is important to raise awareness and ask our schools and community members to advocate, not only for the safety of students but also for updated safety plans that are keeping up with the ever-changing landscape of school safety.

For Safe Schools Week, here are some ways that educators can ADVOCATE for school safety: 

Ask questions about policies that are outdated or ineffective.

Policies are put in place at the school, district, state, and even federal levels to impact safety in schools. Some of them are enforced, and some are not on an everyday basis. Some are simply outdated and not effective for modern-day safety issues. The fact is, safety changes as technology advances and as culture changes. School shootings are not the only safety concern. Mental health took a huge hit during the COVID-19 pandemic, and schools must keep up with those challenges in order to ensure students are safe. It is tempting to feel powerless when these policies are at a distance – Central Office or even the State legislature. However, educators are the first ones to notice changes in what students need. Educators must feel empowered to ask the hard questions when policies are no longer effective. 

Develop strong safety plans.

Every school may have safety plans in place, but are they collecting dust in a drawer each year? If so, it is time to make changes. Safety plans should be constantly evolving to stay relevant and at the forefront of school community members’ minds. A plan is not worth much if it is not practiced and improved over time. 

Voice your concerns about vulnerable students.

Again, educators are the first to notice when there are changes in a student. Safety plans can cover a lot, but there are always situations that require a more personal approach. When there is a change in a student’s behavior, no matter how subtle, educators need to speak up, and administrators and counselors need to be ready to listen and act.

Organize a community-wide safety awareness event.

Educators are not the only ones invested in school safety. The community surrounding a school can also be an effective advocate for school safety. Many community members may want to get involved but don’t know how. They also may have a lack of knowledge when it comes to real school safety issues. The media tends to focus on school shootings, which may create a barrier of fear around the issues that face schools. Engage the community at large with school safety events or simply have meetings that involve community members. In the event of a school evacuation or a missing student, community members play a vital role in recovery. It is important to make sure those who are interested are involved in the planning steps as well.

Communicate with parents about safety initiatives and planning.

Parents especially have a vested interest in school safety, and many are looking for ways to be involved in their child’s school. Encourage parents to get involved in safety planning and let them know when safety initiatives are being implemented. 

Assign safety-related projects and activities in class.

Safety education is not always effective when it is simply dictated to students. Instead, it may be a good idea to involve students by getting them to research safety-related topics and create their own safety plans. When students have hands-on experiences with safety, they are more likely to be invested and cooperative when it comes time to implement school safety plans.

Teach students conflict resolution skills.

Many dangerous situations develop after a simple conflict escalates into a crisis. It can happen so quickly, and it is crucial to intervene before it gets to a boiling point. Sometimes that means we must work harder on prevention. Conflict resolution is a skill that must be taught. The reality is, it is not always taught at home, so schools must incorporate conflict resolution into the curriculum as part of a larger safety plan. Counselors are an excellent choice for these lessons. Educating students on their emotions and how to appropriately respond in high-stress situations should not just be an afterthought in safety planning, but a significant part of the plan itself.

Engage students in discussions about safety.

Students must be invested in school safety in order for plans to be effective. They must prioritize safety as a part of their school day routine. Many already do, the reality being that school is already their safe place when their home is not. This should provide even more reason for that safe place to be protected. Get students involved in their own safety, and have difficult discussions. Students face dangerous situations more often than educators and parents realize. Giving them space to speak up and feel involved is imperative to school safety.

These are just a few ways to advocate for school safety. For more ideas on how you can advocate or get involved with school safety, go to http://www.schoolsafety.us/safe-schools-week. The nSide platform is constantly evolving to improve safety plans and prevent crisis situations through threat assessment, planning, and monitoring through mapping and camera surveillance. Contact nSide today at help@nside.io to see how we can help you make your schools safer!

Sources:

  1. http://www.schoolsafety.us/safe-schools-week

October 19, 2022
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The nSider – 2022 Q3 Newsletter

The second quarter of 2022 has been a busy one here at nSide! Between the Mississippi partnership and summer conference season, our teams have been on the road nonstop. This quarter, we have seen a lot of progress with Mississippi mapping projects, and our team is growing every day.
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October 7, 2022
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School Violence Aversion, Pt. 2

Adolescence is a time that most of us would rather not relive. It is a time of awkwardness and insecurity, and rarely a time of roaring courage. It is difficult to get through this time in life under normal circumstances, but these days, the threat of school violence can make the life of a teenager even more stressful.

The two stories we share today show the immense courage it takes for a student to report their peers and our responsibility, as the adults in the room, to listen and take action.

Overheard on the Bus

(Uniontown, Pennsylvania – 2018)

Imagine being 14 years old, sitting quietly on a bus, and overhearing a classmate bragging about his plans to carry out a shooting at your school. People laugh nervously or brush him off, but part of you knows there is truth behind what he is saying. You’ve seen him get angry. You’ve heard him talk about his weapons before. You’ve seen the news about shootings at other schools, and deep down, you know there’s always a possibility it could happen to your school. To your friends. To you. You also know that if you were to tell anyone, you could become the number one target if you are not taken seriously. 

This is the pressure facing kids today, and this is exactly what happened in Uniontown, Pennsylvania in 2018. 

One brave student told his parents and later authorities what he heard on the school bus that day. Police carried out a search warrant on the classmate’s home and found one semi-automatic rifle, one shotgun, two lever-action rifles, one revolver, one crossbow and bulk ammunition for all weapons in the 14 year-old’s bedroom. They also found throwing knives and two machetes.

In their investigation, police learned that the student was planning to target four individuals at his school and open fire on the rest of the school. He had a specific plan for targeting the individuals with a sniper rifle, as well as a plan for causing mass casualties with other weapons. He also told police how easy it would be to get his guns inside the school. 

The student was arrested and charged with terroristic threats, possession of firearms by a minor, and criminal attempt to commit catastrophe.

The reporting student was hailed by parents and school faculty as a hero. His courage was not lost on those who would have been directly affected by these horrific plans. 

A Haunting Online Conversation

(Arlington, Vermont – 2018)

When Angela McDevitt reconnected with an old friend on Facebook, she noticed immediately that something was wrong. The Jack Sawyer she had known before  was “a very kind person,” but months after they had last seen each other, he had grown despondent. Their conversation took a turn when he started talking about his desire to carry out a shooting at his old high school in Vermont, the same school that Angela still attended. 

It was February 2018, and the day after their conversation, the Parkland shooting in Florida happened. Seventeen people were killed by a former student. 

Angela knew she needed to talk to Jack again. Not only was their previous conversation haunting her, she knew they had a mutual friend who had attended the school in Florida. 

She got on Facebook and brought up the shooting to Jack, mentioning their mutual friend. She expressed how horrified she was by the events, and asked him what he thought. His response? “That’s fantastic.” 

At that point, she knew she had to tell someone about their conversation. Unsure of who to contact, she first sent an email to her school’s guidance counselor saying she needed to speak to her in the morning about something urgent. After a sleepless night, she spoke to the school social worker the next morning and showed him the messages from Jack. The social worker then shared the information with the SRO (School Resource Officer) and Sheriff’s Deputy. The message was then distributed to police.

As it turned out, she was not the only one who had noticed a change in Jack. Another friend had reported that his demeanor had changed dramatically, and he was already on the authorities’ radar. 

Once Angela submitted her report, police learned that Jack had made a series of threats against his former school, and he had recently purchased a shotgun and four boxes of ammunition from a local sporting goods store. 

Jack Sawyer was arrested the same day that Angela reported.

There are two important takeaways from these stories: 1. Students must feel empowered to report suspicious behavior from their peers; and 2. Adults must take them seriously when they do report. It is crucial for schools and communities to create an environment where students feel safe coming forward with information. These stories could have ended very differently if the adults had not taken these students seriously and acted quickly. 

One important thing a school can do is make sure there is an anonymous reporting system in place that is being monitored daily. When students have information to share, they need to know where and how to report. If your school is already set up with the nSide platform, you can spread awareness about our anonymous TIPs page at tips.nside.io. 

If you would like to learn more about how to improve your school’s safety plans, please contact us today. Our support team is available 24/7 to answer any questions you may have. You can reach us by emailing help@nside.io, calling 1.800.604.1822, or by using our live chat function available on our website and on the platform.

Sources:

  1. https://www.cbsnews.com/pittsburgh/news/uniontown-high-school-shooting-threat-arrest/
  2. https://www.poughkeepsiejournal.com/story/news/local/2018/02/22/vermont-shooting-arlington-student/358888002/

Bonus: Do you know the warning signs of violence?

September 27, 2022
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School Violence Aversion, Pt. 1

School shootings. School violence. These terms are enough to stir fear in even the most stoic of school leaders. It is the most dreaded topic of conversation, and yet the constant barrage of media coverage on the latest violent incident makes it impossible to avoid. Even violence prevention training can be a grim affair when details of what has happened and what could happen are discussed.

Of course, we must address these topics when we work in schools, no matter how scary and uncomfortable it may be. However, what we sometimes forget is that for every violent incident that makes the news, there are countless other incidents that are successfully averted. 

A History of Red Flags

One such incident happened in Malcolm, Nebraska in 2004, just five years after the Columbine shooting in Colorado. Josh Magee, a 17 year-old student at Malcolm High School, was arrested in the school parking lot on March 16, 2004 after a staff member saw him drinking liquor from a flask and putting on a black overcoat. While this may not seem to be an obvious clue to his violent plans, the behavior was suspicious enough that the staff member contacted police. 

When police arrived, they searched Josh Magee’s car and found a bolt-action rifle, several rounds of ammunition, and twenty rigged homemade bombs. With the weapons, police also found a handwritten note from Magee saying that he wanted to kill everyone in the school except for three of his friends. 

The car was parked less than 100 feet from a school building with over 400 students. Josh Magee was charged with attempted first-degree murder.

The trouble had not just begun that day, however. The actions of Josh Magee in the parking lot that Tuesday followed a long history of red-flag behavior at the school. Having shown an interest in violence and weapons from a young age, he had been on the district’s radar since elementary school.

According to teachers and classmates, he talked frequently about the 1999 Columbine shootings, in which Eric Harris and Dylan Klebold killed 12 students and a teacher before killing themselves. He even expressed his admiration of Harris and Klebold to classmates in private conversations. When classmates reported to faculty that Magee was bragging about building and testing explosives at home, faculty and staff members started paying close attention to Magee’s movements and behaviors.

When Magee was seen swigging liquor from a flask and donning a black overcoat similar to those worn by the Columbine killers, a staff member wasted no time reporting another suspicious behavior from the teen. 

There is no doubt that the staff member’s judgment call saved lives that day.

A Friend Speaks Up

Another incident of averted violence comes from Pottstown, Pennsylvania in 2008. It started with a teenager who stole three handguns from his father after expressing a plan to kill classmates and himself. His father reported the stolen handguns, not knowing then that his report would play a key role in stopping his own son’s violent plans.

Richard Yanis was in the ninth grade at Pottstown High School in December of 2008. He was planning to smuggle his father’s guns into school shortly after Winter Break, shoot other students, and then turn a gun on himself. 

One day, he handed a bag to a friend, asking him to hold onto it for him. The friend took the bag home and opened it. Inside he found three handguns and ammunition. The friend reported this to his stepmother, and the two of them took the bag to a nearby creek and dumped the weapons there.

Later at school, the friend told a teacher about the guns, and police were contacted. The police were able to talk to the friend and get the details they needed to recover the weapons and learn of Yanis’s plans.  When police found the weapons, they discovered that they were the same weapons reported stolen by Yanis’s father a few weeks before. 

Richard Yanis was taken into custody before any part of his plan could be implemented. 

A tragedy was avoided because a friend spoke up. Yanis had no history of aggressive behaviors at school, and family friends were shocked by his plans, saying it seemed out of character for the teen. It was later revealed in court that Yanis had been a victim of severe bullying at school, but he had never told anyone what he was going through.

These stories show a few key elements of school violence prevention: awareness, threat assessment, and reporting. Josh Magee had a history of fascination with violence and weapons. Faculty and staff paid attention to his behavior, and when he began acting suspiciously, they did not hesitate to call the authorities. Richard Yanis had no history of aggression. However, his friend recognized suspicious behavior and reported it. His actions most likely saved lives.

nSide is first and foremost about preventing school violence by emphasizing safety measures that build awareness, make threat assessment easier and more accessible, and increase response time when a report is made. If you are already an nSide user, be sure to tell your faculty and students about our Tips page. Tips about suspicious behavior or known plans can be reported anonymously at tips.nside.io. If you would like to learn more about how to improve your school’s safety plans, please contact us today. Our support team is available 24/7 to answer any questions you may have. You can reach us by emailing help@nside.io, calling 1.800.604.1822, or by using our live chat function available on our website and in the platform.

Sources:

  1. https://www.nytimes.com/2004/03/19/us/nebraska-student-found-with-bombs-outside-his-school.html
  2. https://www.upi.com/Judge-Student-insane-when-he-tried-attack/86041132731863/?spt=su
  3. https://www.pottsmerc.com/2009/01/08/thwarted-school-shooter-admits-guilt-to-judge/
  4. http://www.cnn.com/2008/US/12/09/school.plot/index.html

September 16, 2022
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Back-to-School Safety Series, Pt. 4

The sun is setting behind the bleachers, and Friday night lights beckon football fans from around the community to come relive the beat of the band, the chants and cheers, and the buzzing energy from the sidelines of their high school days. There is a certain comfort in a Friday night game and the traditions that have survived for decades and created a culture of community pride and camaraderie. 

When you walk through those gates and feel the energy of game day, does it feel safe? In the midst of the excitement, has the school prioritized a safe environment for community members? 

School safety does not end when school is dismissed. School safety is a culture that must extend to school sporting events and extracurricular activities where the general public is as much a part of the school community as students and staff. 

Planning Ahead

Planning is one of the most critical aspects of school safety. When it comes to extracurricular activities, there are few restrictions as to who can be involved. Therefore, it is important to have an effective method of communicating emergency procedures to staff and volunteers. Plan to share information with the appropriate people before, during, and after an event. This may include parents, coaches, law enforcement, students, administrators, etc.  If handheld two-way radios are available, distribute those in a way that communication can reach all areas of the event location. However, these events can be loud and distractions are inevitable. It is a good idea to make sure that staff and volunteers have their personal cellular devices with them, and that a mass communication app is being used.

It is also extremely important to include sporting events and extracurriculars in your Emergency Operations Plans. All faculty and staff should be trained in emergency plans for sports and extracurricular activities in case they are needed for these events. In addition, even when not working or volunteering, many faculty and staff simply attend these events in support of students. When trained to handle emergency situations, their presence adds to event security, since they know what to look for and how to respond.

Another important way to plan ahead is to familiarize yourself with the emergency procedures of the away venue. While most schools plan for the same things, that does not mean they plan the same way. You should also consider establishing a direct line of communication with the contact person and security team at the away location.

Severe Weather

Luckily, severe weather is a type of emergency that can usually be planned for well in advance. However, it can sometimes sneak up unexpectedly. In this case, make sure you have a clear protocol for weather delays and how they are to be communicated. Have a readily available and easily accessible shelter-in-place location in the event that there is an extreme emergency. Make sure your coaches, teams, and parents are familiar with the procedures as well. When traveling, it is always a good idea to also be familiar with the emergency protocols of the away venue. 

Fire

Unlike severe weather, it is nearly impossible to know when a fire will occur. In the event of a fire, no matter how big or small, it is important to have evacuation plans. When outlining your evacuation plans, make sure that you are not overlapping with emergency responders. For example, once they exit the building, you do not want people to be standing where a fire truck will be parked, or possibly blocking a fire hydrant. Having plans in place that take these types of precautions into account saves time when an emergency occurs.

Bomb Threat

Similar to fire procedures, a bomb threat requires an evacuation plan. It is important to note that not just anyone can recognize a bomb threat. With today’s technology, these threats can present themselves in many different ways. It is critical to have members of your safety team that are able to identify any suspicious activity or suspicious items at an event. 

Another important thing to note is that many students make these threats with no intention of ever actually carrying them out. In this age of social media, these rumors and threats can spread like wildfire. However, it is always better to be safe than sorry. Have a designated person or persons that can communicate and  intervene in the appropriate way when this occurs. 

When we attend sports and extracurricular activities, we often take safety for granted. These events are designed to be fun and exciting for both students and the community. Taking a few extra steps before these events to ensure safety precautions are in place can help everyone feel more safe. Make sure your staff and volunteers are trained in emergency response procedures, and most importantly, make sure communication stays open and clear. 

The nSide platform is a valuable resource for your safety plans, including plans for sports and extracurricular activities. Contact us today to see how we can help you make your extracurricular events as safe as possible. Our support team is available 24/7 to answer any questions you may have. You can reach us by emailing help@nside.io, calling 1.800.604.1822, or by using our live chat function available on our website and in the platform.

August 30, 2022
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Back-to-School Safety Series, Pt. 3

As we start the new school year, the atmosphere is energized and focused. The teachers have finished back-to-school training, students have been reviewing rules and drills, and safety procedures are fresh in everyone’s minds. What we know from years past is that this energy will eventually wane, and routine will override awareness. So how do we overcome complacency and maintain an environment of safety around our schools? 

One common mistake school districts make is putting too much emphasis on response to, rather than prevention of crisis situations. Lockdown drills, fire drills, tornado drills- all of these are excellent practice for response to crises, but what does our practice for prevention look like?

In their article “School Safety: What Really Works,” school psychology experts Katherine Cowan and Cathy Paine suggest that the key to reinforcing school safety is a balance of emphasis on physical safety and psychological safety. Psychological safety is a vital component to crisis prevention – an element often overlooked in emergency planning in schools. “Reasonable physical security—such as locked doors; lighted and monitored hallways; and visitor check-in, checkout systems—must be combined with violence prevention and positive behavior supports,” says Cowan and Paine. 

A few of their recommendations for creating this balance are listed below:

  • Create a safe, supportive school climate (e.g., school-wide behavioral expectations, caring school climate programs, positive interventions and supports, and psychological and counseling services).
    • School climate is a complicated concept that goes beyond staying positive and encouraging teachers to be warm and nurturing. Remember that teachers also need to feel safe and supported in order to do their jobs effectively.
    • This means staying consistent with school-wide expectations and consequences, providing quick and efficient response to escalation in the classroom, and encouraging mental healthcare for all involved in the educational environment.
    • De-stigmatizing mental health issues and counseling may also be a way to help boost school climate. Have counselors visit classrooms for mental health awareness activities. Make counselors and psychologists visible and approachable for all students. A big part of school climate is not just making mental healthcare available, but encouraging all students to take part and find ways to cope with the stress of everyday life.
  • Put violence prevention programs (e.g., bully-proofing, social skill development, conflict mediation) in place.
    • This can be done at the classroom level and as a school-wide initiative. Allowing teachers time to address social skills and helping students understand the causes and consequences of bullying is essential to violence prevention.
    • Addressing conflict at its roots instead of simply disciplining students in the aftermath is also vital. Involving school counselors in disciplinary issues, rather than just issuing punishment, can be extremely helpful in preventing future violence.
  • Encourage students to take responsibility for their part in maintaining safe school environments, including student participation in safety planning.   
    • Insisting that students take ownership of their safety and providing a way for students to report on suspicious activities are essential parts of a safe environment  that can be reinforced universally. Students must be involved in their own safety, as highlighted in our previous blog. 
  • Reiterate school rules and request that students report potential problems to school officials.
    • Again, trust is crucial to student reporting. Explaining the reasoning behind school rules and helping students take ownership of the rules can help with building trust and accountability.
    • Dictating rules and demanding compliance is not the way to build trust or promote a positive school climate. Get students involved in making rules and setting boundaries within the classroom. The more ownership they take, the more likely they will be to hold their peers to those standards.
  • Create anonymous reporting systems (e.g., student hot lines, suggestion boxes, and “tell an adult” campaigns).
    • Remember, however, that the foundation of an anonymous reporting system is an environment of trust between students and adults in the school. If students do not trust the adults in charge, they will not report, regardless of anonymity.
    • It takes a tremendous amount of courage for students to report their peers or even adults who are engaging in suspicious or dangerous behavior. Taking students seriously when they report is crucial to building trust and ensuring that students know action will be taken if they take the risk to report.
  • Develop threat assessment and risk-assessment procedures and teams for conducting the assessments.
    • Many schools have threat assessment procedures, but the process is often long and cumbersome, and can cause confusion if not well-organized.
    • Organize the threat assessment process and train those involved thoroughly. These procedures should never be treated as mere formalities. Threat assessment is a foundational element of preventing violence in schools.

The nSide platform was designed to make maintaining an environment of safety easier and more practical for teachers, administration, and districts. From anonymous tip submission to online behavioral assessment, the nSide platform digitally integrates multiple tools for maintaining an environment of safety in your school or district. Contact us today at help@nside.io so that we can help you make your school as safe as possible.  

Sources:

https://www.nasponline.org/Documents/Resources%20and%20Publications/Handouts/Families%20and%20Educators/March_13_School_Safety.pdf

August 16, 2022
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Back-to-School Safety Series, Pt. 2

Back-to-School Safety Series, Part 2: Helping Students Feel Safe at School

When it comes to school safety planning, the responsibility is usually placed solely in the hands of the adults. Re-evaluation of safety protocols and retraining of faculty and staff in emergency operations plans is standard practice at the beginning of a school year. Most schools even review emergency procedures with their students at the beginning of each semester. However, this transfer of knowledge is often one-way, and rarely are students asked how they feel about their own safety. In order to raise safety awareness among students, we first need to get them involved in their own safety. 

A recent survey completed by Safe and Sound Schools showed that there is a significant gap between what adults and students perceive as safety concerns. For example, most students surveyed expressed a greater concern for emotional health. Students also reported having lower confidence than their parents and teachers in the way their schools handle bullying and cyberbullying.1 

Findings from the survey include: 

  • All groups are extremely concerned about mental health crises, bullying/peer- on-peer abuse, substance abuse as well as neglect/abuse at home and even basic needs.
  • Only 60% of students felt their school or district was prepared to support students who are being bullied at school or online.
  • 79% of students perceived an increase in depression, compared to parents at 60%.2

This survey illustrates an important point about school safety awareness: What adults are emphasizing and what students are most concerned about simply do not match up. 

When raising awareness of school safety, crisis response training is vital; thorough evaluation of emergency operations plans is the bare minimum. While there are certain things that adults must emphasize, regardless of how students feel, it is important to open up the conversation about student concerns. If students do not feel safe, whether physically or emotionally, it is the adults’ responsibility to find the gaps and assess ways to fill them.

In her article, “The Safety and Security Side of Teacher Preparation,” Emily Sallee (Assistant Professor of Counselor Education at the University of Montana and the Executive Director of the Montana Safe Schools Center) says the following:

“When students feel safer, when they perceive their environment to be secure, they are neurologically more readily able to learn and retain new information. This phenomenon applies to their educators as well; when teachers feel safer, they are more readily able to teach and support their students’ learning. The key component of this is not the actual safety, whether or not related to acts of school violence. Rather, it is the perception of safety in the school environment that must be addressed and prioritized.”3

In other words, no matter how many physical security measures are taken by teachers and administration, if students do not perceive their school as a safe place, their learning will inevitably be negatively affected. The abstract feeling of safety is sometimes more difficult to address than something as concrete as gates and locks. 

“When students feel safer, when they perceive their environment to be secure, they are neurologically more readily able to learn and retain new information. This phenomenon applies to their educators as well; when teachers feel safer, they are more readily able to teach and support their students’ learning. The key component of this is not the actual safety, whether or not related to acts of school violence. Rather, it is the perception of safety in the school environment that must be addressed and prioritized.”3

-Emily Sallee, Inside Higher Ed (July 2022)

So how do we help students feel safe? 

1. LISTEN.

The first step must be to make sure students feel heard. They have their own valid concerns about safety, and not being able to express those concerns can increase anxiety. Find a way to involve students in the discussion about safety. Send out anonymous surveys and leave some questions open-ended to allow students to express concerns in their own words. Have open discussions in the classroom about safety issues and ask students for their input on ways to increase awareness of safety in their school.

2. SHOW, DON’T TELL.

Go beyond reviewing the handbook with students on the first day. Show students that your faculty and staff are serious about their safety. Post safety awareness reminders around the school. Allow students to create safety awareness posters about issues that matter to them, and then display them in the hallways. Encourage students to visit the counselor by providing them with passes or implementing a no-questions-asked policy when they express a need to visit a counselor or nurse.

3. ACTIVELY PROMOTE MENTAL HEALTHCARE AND EMOTIONAL WELL-BEING.

 Incorporate social and emotional learning activities in classes. Allow students to take mental breaks in class. When students are feeling overwhelmed, take a few minutes to address coping mechanisms for stress and confusion before launching into a re-teaching of material. 

4. PRIORITIZE EMOTIONAL WELL-BEING OVER BELL-TO-BELL INSTRUCTION.

This one may sting for educational leaders. Bell-to-bell instruction has often been touted as both an academic and a disciplinary measure to help students stay focused and minimize disciplinary problems within the class period. However, it can also be a way for students struggling with mental health to feel more overwhelmed and less able to cope with the unrelenting pressure to perform. Taking 5-10 minutes at the beginning or end of class to provide students time to relax and relieve stress may actually increase their productivity – and more importantly, their mental well-being – in the long run.

5. PRIORITIZE TEACHER MENTAL HEALTH AS MUCH AS STUDENT MENTAL HEALTH.

Teachers have one of the most difficult jobs there is, and it can take a serious mental toll. From Day One, teachers have it drilled into their heads that everything they do should be for students. However, no one can pour from an empty cup, and teachers need just as much help sometimes taking care of their own mental health. Keep planning periods sacred; Allow teachers that full time to make plans and decompress. This is not free time which can be commandeered by meetings and training sessions; it is a vital part of a teacher’s work day and crucial to their mental wellbeing and effectiveness as a professional educator. Not only is it important to help teachers feel mentally and emotionally safe, it is also a good example to set for students. When teachers and other leaders are allowed (and encouraged) to take time to decompress and have breaks within their day, it can create a ripple effect of calm across campus. 

There are many ways to enhance student mental well-being, but a good place to start is to simply open up the conversation. Students can be very insightful about where safety issues lie, especially when it comes to conflict and emotional wellness. Safety awareness begins with open, honest, and often difficult conversations about what is really going on with our students and how we can make them feel as safe as possible. 

The nSide platform is here to help schools organize their emergency operations plans, monitor physical safety, as well as provide a more efficient way to conduct behavioral assessments that evaluate students’ circumstances, well-being, and get them the adequate care they require. Contact us today at help@nside.io and let us help you get started with an evaluation of your school’s safety needs. 

Sources:

  1. https://www.businesswire.com/news/home/20220726005066/en/State-of-School-Safety-Report-Reveals-Students-Want-More-Social-and-Emotional-Support-and-Increased-Safety
  1. https://safeandsoundschools.org/2022/07/25/state-of-school-safety-report-reveals-students-want-more-social-and-emotional-support-and-increased-safety/
  1. https://www.insidehighered.com/views/2022/07/08/school-safety-skills-and-self-awareness-future-teachers-opinion

August 2, 2022
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Back-to-School Safety Series, Pt. 1

Part 1: Infrastructure

Back-to-school preparations have begun, and as we decorate classrooms and organize planning meetings and orientations, it’s important to make sure that safety remains our number one priority. School safety is complex, so it is helpful to break down the different components of a safe school environment. The first topic we are going to discuss is infrastructure safety.

It is no secret that children need to feel safe in order to learn effectively. Not only is reviewing the infrastructure of a school important for the physical safety of students and staff, it is also important for creating an environment that provides a consistent feeling of security and peace of mind. One thing is clear: Environment is crucial to student mental health and academic performance. Here are some questions to consider when reviewing the infrastructure of your school: 

1. Have you mitigated classroom overcrowding?

This question is two-fold:

  • Are classrooms arranged in a way that students can safely move around and evacuate in case of an emergency? 
  • Are classrooms spaced out in a way that helps students feel relaxed and not physically constrained and therefore stressed? Do students have enough space to prevent conflict? Does the arrangement of the classroom help or hurt student productivity and peace?

2. Are buildings sufficiently ventilated? 

  • Check that vents are clear in all rooms, especially restrooms and classrooms. 
  • Have HVAC units tested and maintained regularly. 
  • Check windows to make sure they can both open and lock properly. 

3. Are bathrooms well-maintained and free of plumbing issues?

It is vital for students to feel like they can use a clean restroom that is well-maintained. Not knowing if the restroom is going to be usable or safe can cause anxiety and affect students’ mental well-being, especially students with health issues. Plumbing issues can become dangerous quickly, so maintaining plumbing regularly is extremely important.

School Safety: Infrastructure ChecklistDownload

4. Is playground equipment structurally sound and free of potential hazards?

This may be an obvious one, but do a thorough inspection. Do not wait until a problem emerges to notice that there are issues. Have someone with structural knowledge evaluate the safety of any play equipment regularly so that accidents can be prevented as much as possible.

5. Are evacuation routes free of obstructions?

Most back-to-school training includes a review of safety procedures and evacuation plans. However, these plans can be recycled without much reevaluation some years, and that can be a grave mistake. Review evacuation routes with staff and ensure that these routes are kept free of any debris, obstructive vehicles, etc. 

6. Are parking lots and car lines unobstructed and free of damage?

Again, maybe this one is obvious. However, take extra time to check for potholes, dips, debris, and other problems that may escalate if not remedied early. 

7. Are cafeterias and other common gathering areas arranged to prevent overcrowding and conflict?

Evaluate the layout of these areas, as well as entrances and exits. Can students easily enter and exit the area? Can people easily walk between tables and cross to the exit quickly if needed?

8. Are all buildings free of leaks and structural damage? 

Building maintenance in schools is a huge issue across the United States, especially with budget constraints and staffing shortages. However, it is literally the foundation of school safety. Classrooms that are structurally unsound, leaking or have a smell from plumbing issues can be distracting, uncomfortable, and even unsafe when students are trying to learn. Physical security should be the bare minimal expectation when students enter your institution.

9. Are doors and gates secure?   

Even if you don’t have a technologically-advanced security system, think of the basics: Can teachers easily lock their doors quickly? Are gates locked during school hours? Is entrance to facilities restricted and controlled? Review these issues thoroughly before students return to school.

10. Does your school have a reporting system in place for maintenance issues?

 Make sure there is a plan in place for when infrastructure issues arise. When a staff member notices a leak or damage to a building, where do they report it so that immediate action can be taken? If no system is in place, create a simple way to report, and then train your staff to use it. Calls can get lost in the mix, and repeated, unaddressed reports can cause frustration and may result in the problem getting worse. Assign a staff member to organize reports and prioritize resolution of the problem.

Infrastructure is about more than brick and mortar building maintenance; it is about providing reassurance and an environment of safety that enhances learning and lets students and faculty know that nothing is more important than their wellbeing.

This list is just a starting point. Other factors to consider include making sure the main water shut-off is easily accessible, testing and inspecting electrical systems, as well as raising awareness among your faculty and staff so that they know what to look out for in these areas.

nSide is here to help make infrastructure safety monitoring easier for your school or district. Through the nSide platform, campuses can monitor locations of important infrastructure assets, so that when an issue arises, the situation can be mitigated as quickly and as efficiently as possible. HVAC and other infrastructure maintenance can also be logged and monitored directly on the platform, and nSide Maps makes it easy to plan detailed layouts of classrooms and common areas to prevent overcrowding.

Contact us today at help@nside.io and let us help you review your infrastructure safety plan and learn how to use the nSide platform most effectively to plan for the 2022-2023 school year!

Resources:

https://www.nsc.org/home-safety/seasonal-safety/back-to-school

https://digitallearning.eletsonline.com/2018/12/schools-infrastructure-a-key-element-of-students-learning-experience/

https://www.cisa.gov/blog/2021/11/10/infrastructure-security-month-keeping-nations-schools-safe-secure-and-resilient

July 19, 2022
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The nSider – 2022 Q2 Newsletter

The second quarter of 2022 has been a busy one here at nSide! Between the Mississippi partnership and summer conference season, our teams have been on the road nonstop. This quarter, we have seen a lot of progress with Mississippi mapping projects, and our team is growing every day.
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July 14, 2022
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