Effects of an Intruder Crisis Drill on Children's Knowledge, Anxiety, and Perceptions of School Safety

Abstract

In response to calls to evaluate the effectiveness of school crisis drills, this study examined the effects of children's crisis drill participation on their knowledge, skills, state anxiety, and perceptions of school safety. Using a between-subjects, post-test only design, 74 students in the fourth, fifth, and sixth grades participated in an intervention (training session plus intruder drill) or a placebo control condition and completed measures about knowledge of drill procedures, state anxiety, and perceptions of safety. The intervention group attained higher post-test scores of knowledge; however, there were no group differences in state anxiety or perceptions of school safety. Observations indicated the intervention group acquired the skill of safe relocation during the drill. Findings suggest that drills implemented according to best practice may have the potential to increase short-term knowledge and skill acquisition without subsequently altering anxiety or perceived safety.