Reading, Writing, Responding: Educators’ Perceptions of Safety, Preparedness, and Lockdown Drills

Abstract

Lockdown drills are routinely conducted in schools across the U.S., yet little is known about the impact of such practices on participants—particularly for the faculty, staff, and administrators charged with student safety. The present study considers the effects of lockdown drills and associated emergency response training on perceived safety and preparedness at school for a sample of 3,000 school-based personnel in a large urban school district. After participating in drills and training, significant gains were made in perceived emergency preparedness, particularly among faculty and staff members, while perceived school safety—which already was particularly high—remained unaffected compared to ratings at baseline. Additionally, significant differences were found based upon respondent demographics, highlighting the importance in assessing subgroups’ needs during planning and implementation. Implications for school administration and relevant policymakers related to lockdown drills and training are considered within the context of creating a culture of preparedness.