12 School Emergency Strategies that Protect Students with Disabilities

In the wake of last week’s active shooter attack at Apalachee High School in Winder, Ga., we are reminded that teaching strategies to protect students with disabilities during school emergencies is crucial. One of the shooting victims was Mason Shermerhorn, a 14-year-old student with autism. The question must now be asked once again: are we preparing students with disabilities for critical incidents in our school?

Disabled students have the same right to safety and protection as their non-disabled peers. Without specific strategies, emergency plans may overlook the unique needs of these students, leading to unequal safety measures and increased vulnerability during a crisis.

Disabled students may face distinct challenges during emergencies, such as difficulty moving quickly, understanding instructions, or managing sensory overload. Tailored strategies ensure that these challenges are proactively addressed, enabling all students to respond effectively and safely.

Schools are legally required under laws like the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) to provide safe and accessible environments for all students. Failing to implement inclusive emergency protocols can lead to violations of these laws, resulting in legal consequences for schools.

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Inclusive Safety Strategies Improve Emergency Response

Emergencies are inherently stressful, but they can be especially traumatic for students with disabilities who may feel more vulnerable. Teaching inclusive safety strategies helps reduce anxiety by ensuring that students, families, and staff are prepared and confident in their ability to respond to emergencies. Training staff and students on inclusive emergency strategies promotes a culture of preparedness and empathy within the school community. It encourages understanding and cooperation, helping everyone recognize the importance of supporting disabled students in all situations, including emergencies.

Inclusive emergency planning has been shown to improve safety outcomes during actual incidents. By ensuring that all students, including those with disabilities, are accounted for and have clear, actionable plans in place, schools can minimize confusion, delays, and potential harm during an emergency.

Related Article: 7 Ways to Support Students with Disabilities During School Safety Drills

Present emergency procedures in small, manageable steps using clear, simple language. Break down complex instructions into smaller parts, using bullet points or numbered lists, to make the information easier to process and remember. Incorporate visual, auditory, tactile, and kinesthetic learning tools to accommodate different learning styles. For example, use videos, diagrams, role-playing, hands-on activities, and physical demonstrations to explain emergency procedures.

Bolster the Safety of Students with Disabilities with These Strategies

1. Develop individualized emergency plans. School personnel must develop individualized emergency plans for each student with a disability, outlining specific needs, support required, and the steps to take during different types of emergencies (e.g., evacuation routes, designated staff assistance). These plans should be reviewed and updated regularly.
2. Practice, practice, practice. Repeatedly practice emergency procedures to help reinforce understanding and build confidence. Regular drills tailored to the needs of students with disabilities can help them become familiar with emergency protocols and reduce anxiety. On January 1, 2024, in my home state of Illinois, a law was signed requiring that an individualized education program be developed if the student needs extra accommodations during emergencies. These accommodations shall be considered when developing a student’s Individual Education Plan (IEP).
3. Drill should be inclusive. Practice inclusive emergency drills that include all students, with specific scenarios that consider the unique needs of students with disabilities. Evaluate the effectiveness of these drills and make necessary adjustments to emergency plans. Modify drills to suit the specific needs of each student. For example, provide extra time for students with mobility issues, create a quieter environment for students with sensory sensitivities, or use personalized cues for students with cognitive or communication challenges.
4. Use calming strategies and make drills engaging. Recognize that discussing emergencies may cause anxiety for some students. Use calming strategies, such as deep breathing exercises or sensory breaks, to help them stay calm and focused during lessons on emergency preparedness. For younger students or those with intellectual or developmental disabilities, use games or interactive activities to teach emergency procedures. Activities like “fire drill bingo” or mock drills with rewards can make learning fun and engaging. Providing positive feedback and encouragement throughout the learning process to help build confidence and reduce fear. Celebrate small successes to reinforce learning and motivate students to engage actively in emergency preparedness.
5. Utilize multiple forms of communication. This ensures all students, including those with hearing, visual, or cognitive impairments, understand emergency procedures. This could include visual aids, simple language instructions, text alerts, and assistive technology. Developing social stories or visual aids that depict step-by-step actions for different emergencies (e.g., fire drills, lockdowns). These tools help students understand what to expect and how to behave during emergencies in a clear and accessible way.
6. Ensure that evacuation routes are accessible to all students. This should those using wheelchairs or other mobility aids. Install equipment such as evacuation chairs, ramps, and handrails where necessary. Make sure that staff know how to use specialized equipment safely.
7. Use trusted peers and teachers. Pair students with disabilities with a trusted peer or staff member who can assist them during an emergency. Teach both the students and their buddies how to work together effectively in a crisis, building teamwork and mutual trust. This system should be practiced regularly to build familiarity and trust.
8. Prepare emergency kits tailored to the needs of students with disabilities. These kits might include items like medication, specialized food, sensory calming tools, communication devices, or adaptive equipment. Comfort items such as small stuffed animals, favorite book or comfort blanket can help reduce anxiety. Additional Items such as noise-canceling headphones to help students with sensory sensitivities manage loud noises or alarms. Weighted blankets or vests can provide comfort and a sense of security for students who find deep pressure calming. Fidget toys or sensory tools such as stress balls, fidget spinners, or other sensory tools to help manage anxiety or stress. Personal items such as wet wipes, adult briefs or diapers and a change of clothes may be necessary depending on the student’s needs.
9. Designate safe zones and shelter-in-place areas that are accessible and equipped with necessary supplies for students with disabilities. Ensure these areas are known to all staff and included in emergency drills.
10. Develop a plan for post-incident support that includes resources specific to students with disabilities who may experience heightened anxiety or distress after an emergency. Ensure that students with disabilities receive immediate emotional and psychological support following a school emergency. This may include access to counselors, therapists, or mental health professionals trained to work with disabled students. Provide a quiet, safe space where students can express their feelings, ask questions, and process the event in a way that feels comfortable to them. Reestablish familiar routines as soon as possible to provide a sense of normalcy and security. Many students with disabilities, particularly those with autism or anxiety disorders, rely on structure and routine for comfort. Maintaining consistent daily schedules can help reduce stress and aid in emotional recovery.
11. Involve families and disability advocates in creating and reviewing emergency plans. Work with experts in special education, occupational therapy, and emergency management to ensure plans are comprehensive and appropriate. We should also encourage students with disabilities to participate in the development of their emergency plans. This involvement helps them feel empowered, fosters a sense of ownership over their safety, and increases their understanding of what to do in an emergency.
12. Train all school personnel, including teachers, aides, and administrators, on how to assist students with disabilities during emergencies. Assign specific staff members to support students with particular needs and ensure they are familiar with individual students’ needs. Equipping educators, administrators, and students with the knowledge and skills to support disabled peers during emergencies empowers the entire school community. It reinforces the message that everyone plays a role in maintaining a safe, inclusive environment.

Overall, teaching these strategies is about creating a safer, more inclusive, and equitable environment for all students, ensuring that no one is left behind in a crisis.

Related Article: Interacting with Students with Autism: Tips for Law Enforcement and Security Pros

Stefan Bjes is founder and CEO of Flue Line Spectrum Safety LLC, which provides first responders with training on autism and developmental disabilities. He is also currently assistant director of campus safety and North Central College. Previously he was an SRO for the Addison (Illinois) Police Department. 

Note: The views expressed by guest bloggers and contributors are those of the authors and do not necessarily represent the views of, and should not be attributed to, Campus Safety.