Part Two: Preparation

• Secure Entryways and Locks

  Controlling access is the most effective physical security measure to keep shooters out of buildings. Strategies for preventing unauthorized access to education settings include installing security fencing, establishing single access points, and ensuring all exit-point doors are self-closing and lock upon closing.

• Examine School Policing

  Partnerships among law enforcement groups, security personnel, and Pre-K–12 schools and institutions of higher education can play vital roles in safety. The keys to these partnerships are training, clear roles, and accountability. If education settings do choose to have security personnel intervene in violent and dangerous situations, those personnel must be carefully selected and trained in trauma-informed practices and de-escalation techniques.

• Rethink Active Shooter Drills

  Training for educators on how to respond to active shooter incidents is important; however, there is no compelling evidence that including students in such drills has any value in preventing shootings or protecting the school community. If a workplace insists on including students, they must adopt strategies to mitigate the harm of such drills.

• Understand and Engage with Emergency Operations Plans (EOPs)

  Developed by Pre-K–12 schools and institutions of higher education, EOPs provide clear and uniform guidance and procedures for emergency planning and response. EOPs are important to the association because they include information on lockdown procedures, active shooter drills, and other policies of concern. In addition, implementing and practicing the processes in the EOP can save lives. Understanding the EOP process helps leaders and staff communicate with members about what the district and/or the school is doing to prepare and get a clearer sense of where their influence can make a difference and what roles the association can play. Components of an EOP include a planning team; concept of operations (an overall plan); assigned responsibilities; control and coordination efforts; training and exercises; development and maintenance; legal basis for operations; and functional annexes, including lockdowns; evacuation; accounting for all students, educators, and visitors; communications; family reunification; public, medical, and mental health; and recovery.

• Entryways and Locks

  Controlling access is a highly effective physical security measure to keep shooters out of buildings. Most experts, including members of the Marjory Stoneman Douglas High School Public Safety Commission and the Sandy Hook Advisory Commission, agree that the ability to control access must be a component of every school security plan.¹Marjory Stoneman Douglas High School Public Safety Commission. (2019). Initial Report Submitted to the Governor, Speaker of the House of Representatives and Senate President. Retrieved from https://www.fdle.state.fl.us/MSDHS/CommissionReport.pdf; Sandy Hook Advisory Commission. (2015). Final Report of the Sandy Hook Advisory Commission: Presented to Governor Dannel P. Malloy, State of Connecticut. Retrieved from https://portal.ct.gov/-/media/Malloy-Archive/Sandy-Hook-Advisory-Commission/SHAC_Final_Report_3-6-2015.pdf?sc_lang=en&hash=BDF55EC4ACE382E87941870AD9BF2A34. Strategies for preventing unauthorized access to school buildings and campuses include installing security fencing, establishing single access points, and ensuring that all exit-point doors are self-closing and lock upon closing. State legislatures should provide funding for these basic access control measures. Internal door locks can serve as a secondary measure, allowing educators to lock doors from inside classrooms, buildings, and facilities. This protects students and provides law enforcement groups time to address threats. During mass shooting incidents at Sandy Hook Elementary School and Marjory Stoneman Douglas High School, lack of dual-locking or inside-locking classroom doors exposed educators and students to danger.

• Alarms/Alert Systems

  Alarm and alert systems warn students and educators when there is an active shooter on school grounds or on a college campus. Such systems must be checked and updated regularly and the alert should differ from everyday announcements. The mass school shooting at Robb Elementary School in Texas brought such issues to light: The system’s use for non-gun-violence-related announcements diluted its effectiveness, and poor internet connectivity hampered its reach.¹Texas House of Representatives Investigative Committee on the Robb Elementary Shooting. (2022). A Report to the House of Representatives 88th Texas Legislature. Retrieved December 28, 2023, from https://house.texas.gov/_media/pdf/committees/reports/87interim/Robb-Elementary-Investigative-Committee-Report.pdf. 

• Bulletproofing

  Bulletproof glass can be effective but is very costly. Strategically placed tempered glass or ballistic film, which is a thin layer of polyurethane that can be applied to existing windows, may be a more economical way to slow down an intruder. This could allow more time for educators to activate safety protocols and for response teams to arrive.¹3M. (2024). 3M™ Safety and Security Window Film for Schools. Retrieved January 9, 2024, from 3M: https://www.3m.com/3M/en_US/building-window-solutions-us/resources/window-film-for-schools/.

• Metal Detectors

  NEA opposes the use of metal detectors in education settings. A research review of metal detector efficacy found mixed results, showing metal detectors could potentially reduce weapon carrying in schools (though this assessment did not specifically report on firearm carrying) but could also create a less trusting school environment. Visible security measures, such as metal detectors, also raise the possibility of ‘‘attack location drift,’’ which means motivated student shooters who are aware of metal detectors may alter their locations of attack to places like school buses, parking lots, or athletic events.¹Hankin, A., Hertz, M., & Simon, T. (2011). Impacts of Metal Detector Use in Schools: Insights from 15 Years of Research. Journal of School Health, 81(2), 100-106. doi:https://doi.org/10.1111/j.1746-1561.2010.00566.x; Price, J. H., & Khubchandani, J. (2019, September). School Firearm Violence Prevention Practices and Policies: Functional or Folly? Violence and Gender, 6(3). doi:https://doi.org/10.1089/vio.2018.0044.

• Security Cameras and Facial Recognition

  The effects of security cameras on behavior in schools have yet to be extensively studied. While some research has found that conspicuous security cameras in other types of settings may reduce unruly public behavior and increase pro-social or helping behavior,¹Borum, R., & et al. (2010, January 1). What Can Be Done About School Shootings?: A Review of the Evidence. Educational Researcher, 39(1), 27-37. doi:https://doi.org/10.3102/0013189X09357620. it should be noted that perpetrators of school shootings may not care whether they are apprehended and thus may be undeterred by cameras.²The Governor’s Columbine Review Commission. (2001, May). The Report of Governor Bill Evans’ Columbine Review Commission. Retrieved 01 14, 2024, from https://cdpsdocs.state.co.us/safeschools/Resources/GovernorCommissionReportColumbine2001.pdf. A major concern about facial recognition software, in particular, is that it can be inaccurate and may disproportionately affect students of color, a problem exacerbated by the overreliance on intense surveillance measures in education settings that serve primarily students of color.³Nance, J. P. (2017). Student Surveillance, Racial Inequalities, and Implicit Racial Bias. Emory Law Journal 765. Retrieved from https://ssrn.com/abstract=2830885. Because facial recognition technology can be inaccurate, it can lead to students being punished for offenses they did not commit.⁴Coyle, S., & Curr III, J. (2018, June 20). New York School District Seeks Facial Recognition Cameras for Public Schools. Retrieved from ACLU.

• Before facilitating an active shooter drill:

  • Brief educators on how to identify common signs of trauma before the drill; students who have experienced previous traumas, such as domestic violence or prior exposure to gun violence, may be particularly vulnerable to intense feelings and reactions. 
  • Provide advanced notice of planned drills to parents and educators and allow parents to opt their children out of the drill; plan alternative programming to accommodate students who choose not to participate.
  • Lead an age-appropriate, trauma-informed conversation with students prior to the drill in which a school psychologist, counselor, or social worker facilitates the conversation, detailing what will happen during the drill and providing coping skills to use if they become dysregulated.

• During an active shooter drill:

  • Avoid simulating actual violence or injuries because research shows that drills mimicking real events are especially traumatic for students, parents, and educators.¹Everytown for Gun Safety Support Fund. (2024-l). Retrieved April 23, 2024, from The Impact of Active Shooter Drills in Schools: The Impact of Active Shooter Drills in Schools. 
  • Remind students and educators through an announcement at the beginning of the drill that there is not an active shooter threat; surprise drills are distressing and may desensitize students to the threat of violence, which can prompt them to under-respond in the event of an actual active shooter situation.
  • Supportively remove students who are showing symptoms of trauma during the drill and give them the opportunity to speak with on-site school mental health professionals or other trained educators to help manage traumatic memories or strong emotions. 

• After facilitating an active shooter drill:

  • Allow all students and educators to connect with on-site school mental health professionals since it is common for students and educators to have heightened anxiety or other emotions after an active shooter drill.
  • Evaluate results, successes, and learning opportunities to track data over time and create a plan to keep students safe.

• In reviewing the key components of EOPs, consider how the following association-related questions may apply to each component:

  • What association leadership and member expertise could be helpful on the team or committee? 
  • Who do you know on an existing team or committee who can help expand participation to include association leaders and members? 
  • What relationships and partnerships do you have that could bring community voices into the process?
  • How well do EOPs reflect the diverse and intersectional perspectives and experiences of Native people and people of color, LGBTQ+ people, and people from all economic backgrounds and abilities?
  • How might association advocacy improve these EOP components?
  • What formal role do association leaders and members play in this process?
  • What other documents, including collective bargaining agreements and school board policies, exist with content relevant to EOPs?
  • How might the association address EOP-related concerns through collective bargaining and administrative policy?
  • What existing association and labor-management committees exist that do or can take on EOP-related issues that address gun violence, including health and safety committees, violence committees, and school health committees?

Components of an EOP

• Planning Team

  The team should consist of representatives from across the Pre-K–12 school or higher education institution.

• Concept of Operations

  This refers to the overall plan of how the school will protect students, faculty, and visitors in the event of a gun violence incident. Examples include who has the right to activate the plan. This section of an EOP may also address how association leaders are notified when the EOP is activated. 

• Assignments of Responsibility

  Each plan should include an overview of broad roles and responsibilities of school administrators, association members, families and guardians, community organizations, and first responders. These responsibilities should be articulated clearly, and association leadership should ensure that members are notified and involved in defining their roles.

• Control and Coordination Efforts

  This is the relationship between the school or district EOP and the broader community’s emergency management system, with consideration for who has control of the equipment, resources, and supplies needed to support the school. 

• Training and Exercises

  The plan should include training objectives, frequency, and types of preparation drills related to a gun violence incident. The association should check relevant collective bargaining or policy language about when and how frequently such training and exercises will be held. 

• Development and Maintenance

  The plan should include the process for developing and revising the plan. 

• Legal Basis for Operations

  This refers to the legal basis for emergency operations and activities. 

• Functional Annexes

  Functional annexes refer to several specific operational areas, including lockdowns; evacuations; shelter-in-place; accounting for all individuals; communications; family reunification; public, medical, and mental health; security; and recovery. The following components are essential to the emotional and physical well-being of members, students, and families:

  • Lockdown: This refers to securing school buildings and grounds during incidents that pose an immediate threat of gun violence to ensure that all educators, students, and visitors are secured in rooms away from immediate danger. 

  • Evacuation: This refers to vacating school buildings and grounds following an incident of gun violence. This section of the EOP should include how to evacuate people with disabilities and others with access and functional needs, such as language and medical needs. In addition, the planned location to reassemble students and educators should be addressed. In higher education institutions with multiple buildings, it is important to identify multiple areas of evacuation. 

  • Sheltering in Place: This takes place when students, employees, and visitors are required to remain indoors for an extended period due to a threat of gun violence. 

  • Accounting for All Students, Educators, and Visitors: This must take place to determine the whereabouts and well-being of students, staff, and visitors and to identify those who may be missing. This should include developing a plan to determine who is in attendance in the evacuation area and what to do when a student, educator, or visitor cannot be located.

  • Communications: This guide includes recommendations for communicating with students, educators, families, and the broader community before, during, and after a gun violence incident.

  • Family Reunification: It may be necessary for students, educators, and visitors to reconnect with families to ensure that every student is released to an authorized adult and that students in Pre-K–12 schools do not leave on their own. College-age students can be released on their own; however, emotional support for every individual who has experienced the trauma of a gun violence incident is important.

  • Public, Medical, and Mental Health: This refers to the actions taken to address emergency medical and mental health issues in coordination with appropriate emergency medical health services and other relevant groups. An example of what is included in this section of the EOP is how the school will secure enough mental health counselors to support the needs of students and educators.

  • Security and Capacity: This includes actions taken on a routine, ongoing basis to secure the school from threats originating both inside and outside the school, ensuring that the school is physically secure. 

  • Recovery: This refers to how to recover in the aftermath of a gun violence incident. The recovery section of this guide covers this topic in-depth.

• Actions include the following:

  • Develop and be prepared to deploy an emergency association-related homepage, connecting it to the district homepage if possible or connecting the district page to the association’s;
  • Explore with administrators the potential to establish a joint information center that includes the association;
  • Create templates for posts for X (formerly Twitter), Facebook, and other social media platforms to provide regular updates, as appropriate; 
  • Prepare press release and statement templates;
  • Maintain an email list of stakeholders, including educators, media, and elected officials;
  • Establish alternate systems of communication in case cell towers are inoperable or electricity is out and for those students and families experiencing homelessness or without regular access to computers;
  • Identify translation services, if appropriate;
  • Develop electronic message templates to provide the latest information;
  • Draft letters or emails to educators who work at the site of the incident, to those in neighboring institutions, and to parents;
  • Develop frequently asked questions and answers that can be distributed to the media and posted on the crisis website; 
  • Ensure that communications contacts in the state affiliate and local associations are up-to-date and easily identifiable; and
  • Identify state and local affiliates who can assist with communication and other resources and support.

• Click to expand this list of national-level organizations

  • AAPI Victory Alliance
  • AASA—The School Superintendents Association
  • Alliance to Reclaim our Schools
  • American Academy of Pediatrics
  • American Psychological Association
  • American School Counselor Association
  • Color of Change
  • Community Justice Action Fund
  • Hope and Heal Fund
  • League of United Latin American Citizens
  • Life Camp
  • Live Free
  • March for Our Lives
  • MomsRising
  • NAACP
  • National Association of Elementary School Principals
  • National Association of School Nurses
  • National Association of School Psychologists
  • National Association of Secondary School Principals
  • National Association of Social Workers
  • National PTA
  • National School Boards Association
  • Parents Together
  • Sandy Hook Promise
  • The Trevor Project
  • UnidosUS

Gun Violence Preparation Resources

• NEA Resources

  • National Education Association: The National Education Association is the nation’s largest union, representing more than 3 million elementary and secondary teachers, higher education faculty, education support professionals, specialized instructional support personnel, school administrators, retired educators, and students preparing to become educators.
  • NEA Health and Safety Program: NEA School Health and Safety provides information and solutions related to student and educator mental health, violence prevention and response, infection control, and environmental and occupational safety and health, among other topics.  
  • NEA School Crisis Guide: Published in 2018, the crisis guide is a step-by-step outline of what to do before, during, and after any school or community crisis.
  • Responding to Gun Violence: This portion of the NEA Health and Safety Program website provides content on taking action, helping students cope, resources for school leaders, fostering mental health, and preventing hate and bias.
  • Helping Students Cope with Active Shooter Drills: NEA Today spoke to Janet Shapiro, dean of the Graduate School of Social Work and Social Research, professor of Social Work, and director of the Center for Child and Family Wellbeing at Bryn Mawr College, about the impact on students.
  • We Can Change This: Educators Take On Gun Violence: Educators across the country are working to end the era of school shootings that has defined students’ lives.

• Everytown Resources

  • Everytown for Gun Safety: Everytown for Gun Safety is the largest gun violence prevention organization in America. The organization is a movement of more than 10 million supporters working to end gun violence.
  • Everytown for Gun Safety Support Fund: The Everytown Support Fund is the education, research, and litigation arm of Everytown for Gun Safety. Initiatives include conducting ground-breaking original research, developing evidence-based policies, communicating this knowledge to the American public, and advancing gun safety and gun violence prevention in communities and the courts.
  • The Impact of Active Shooter Drills in Schools: Everytown provides current data on active shooter drills and their impact on students in K–12 education settings. Their research also focuses on the impact of active shooter drills on physical, mental, and community health outcomes.
  • Reconsider Active Shooter Drills: Everytown argues that proactive school safety measures save lives and reduce the detriments associated with active shooter drills. They also provide data and recommendations for state legislation to provide funding and laws for schools to implement proactive safety programs.

• Other Resources

  School Safety

  • Comprehensive School Safety Planning and Development: Safe and Sound Schools outlines a framework for comprehensive school safety planning and development, which includes input from representatives in each stakeholder group to consider all areas of safety relevant to their site and community.
  • National Center for School Safety: The National Center for School Safety is focused on improving school safety and preventing school violence. The center provides expert-led training, technical assistance, and a database of additional resources to address school safety challenges.
  • Schoolsafety.gov: This interagency website created by the Federal government provides a broad range of information, resources, and guidance to create safe and supportive learning environments for students and educators. 
  • Security Planning Workbook: Created by the Cybersecurity and Infrastructure Security Agency, this comprehensive resource assists with the development of a foundational security plan.

  Emergency Operations Plans

  • EOP Assist: EOP Assist is a software application provided by the Readiness and Emergency Management for Schools (REMS) Technical Assistance Center for K–12 schools, school districts, regional education agencies, and state agencies. It includes support for school emergency planning and management.
  • Guide for Developing High-Quality School Emergency Operations Plans: This guide—developed by the U.S. Department of Education, U.S. Department of Health and Human Services, U.S. Department of Homeland Security, U.S. Department of Justice, Federal Bureau of Investigation, and Federal Emergency Management Agency—provides schools with steps they can take to plan for potential emergencies through the creation, implementation, and maintenance of an emergency operations plan (EOP).
  • Guide for Developing High-Quality School Emergency Operations Plans for IHEs: This guide—developed by the U.S. Department of Education, U.S. Department of Health and Human Services, U.S. Department of Homeland Security, U.S. Department of Justice, Federal Bureau of Investigation, and Federal Emergency Management Agency—provides higher education institutions with steps they can take to plan for potential emergencies through the creation, implementation, and maintenance of an emergency operations plan (EOP).

  Support for People With Disabilities

  • Especially Safe: Especially Safe, a program designed by Safe and Sound Schools, helps safety planning teams address the safety and security needs of members of the school community with disabilities—including developmental disabilities, communication challenges, medical needs, mobility challenges, and more. 
  • Protecting Students with Disabilities in an Emergency: 5 Key Strategies: Published in Education Week in 2022, this article describes five recommendations for creating specific plans to protect the safety of students with disabilities in a school shooting from special educators and emergency management officials.
  • Safety Planning Guide for Individuals with Special Needs: This document, developed by the Virginia Center for School and Campus Safety and the Virginia Department of Criminal Justice Services, helps those tasked with school safety in Pre-K–12 schools and institutions of higher education to develop strategies that meet the diverse safety needs of all stakeholders within the education community. 
  • School Safety Drills and Exercises for Students with Autism Spectrum Disorder (ASD): Tips and Resources for Educators: The National Association of School Psychologists provides advocacy pointers for the safety of students with ASD, along with recommendations for preparing, supporting, and debriefing students with ASD when safety drills and exercises are used.

  Assessing Preparedness

  • Do You Know Your School Community Safety Plan?: Sandy Hook Promise created this resource to encourage educators, administrators, parents, families, and other school community members to be aware of how their school receives and reacts to concerns of potential violence.
  • Is My District Prepared? 8 Questions for Superintendents and School Boards: This resource from the Missouri School Boards’ Association helps assess emergency preparedness in schools.