The start of a new school year is an exciting time for students, parents, teachers, and faculty in K-12 schools across the United States. However, in today’s uncertain environment, schools and school systems face evolving security risks and threats, including acts of violence, bomb threats, and natural disasters. These challenges can impact a school’s capacity to fulfill its educational obligations and offer a safe, secure, and supportive environment for students, staff, and visitors.
How should school administrators react in crisis circumstances? Which events are considered crises? What safety procedures and modes of communication are most effective in emergencies? These are just some of the school crisis management questions that administrators, faculty members, and security officers are dealing with this school year.
School leadership is flooded with responsibilities and projects during the school year and often struggles to find time to devote to school safety. However, superintendents and principals can harness their roles to lead effectively in crises by adopting the following strategies.
1. Clear Communication
Evidence suggests that developing a positive school environment with open communication can help avoid a school crisis. Schools with averted mass shootings have one thing in common: Students and families were encouraged to communicate with the school regarding their security concerns and believed the school would respond appropriately. Administrators should strive to maintain open and clear communication channels with staff, students, parents, and the community before, during, and after a critical incident. They should use multiple platforms—email, social media, school websites—to ensure that information reaches everyone quickly and efficiently. To minimize misunderstandings and avoid stoking fear, be transparent about the nature of the crisis, what is known, what is unknown, and what measures are being taken to address the situation.
2. Strong Leadership Presence
Always strive to be visible and accessible. A visible leadership presence can be reassuring, help maintain calm, and provide crisis recovery services to support students, families, teachers, and schools after a crisis. Leadership must demonstrate empathy and support for those affected by the crisis, as understanding and addressing emotional responses is crucial.
Sometimes, leaders hesitate to talk with families because the anger and grief are overwhelming on a personal level. While there is nothing that can be said or done to change the outcome after tragedy, school leadership must engage and be present. After a tragedy, families who have sustained a devastating loss might feel isolated from the school, intensifying the grief they are experiencing. Find the balance and put the effort into supporting the victims. Ensure strong support systems are in place for students and staff, including access to mental health resources and counseling services. Recognize and address the stress and burnout that can occur among staff and students during prolonged crises.
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3. Informed Decision Making
Decisions made during times of crisis are not just about problem-solving. Decision-making while managing a critical school situation involves ethical considerations, potential ramifications, and balancing immediate actions with potential long-term repercussions. Reflective and purposeful decisions can significantly enhance students’ ability to adapt, rebound, and learn valuable lessons from the crisis.
During a school crisis, decision-making should involve assessing the scope of the incident, considering the needs of students and staff, and planning for the future. Although the urgency of the situation often requires quick decisions, they should be informed decisions based on data and expert advice, and grounded in the best available information. Be adaptable and ready to adjust plans as new information becomes available or as situations evolve.
4. Preparedness and Planning
Develop and regularly update a comprehensive crisis management plan that includes testing security systems, integrating local first responders into the school’s crisis response process, and protocols for various potential scenarios such as natural disasters, security threats, and public health emergencies.
Conduct regular training and drills for staff and students to ensure everyone knows their role during a crisis, including providing detailed evacuation routes and procedures for safely moving students to a designated safe area and how all students, staff, and visitors will be accounted for. Collaboration with police and fire departments is critical to ensure they have efficient access to schools during emergencies.
5. Dedicated Safety and Security Training
At the start of the school year, professional development should include in-depth instruction on safety and security protocols. All staff, particularly leadership, must be trained to respond effectively in the event of a critical incident. Fostering a culture of teamwork where input from various stakeholders is valued and considered in decision-making processes is critical.
Assemble a crisis management team that includes leaders from different parts of the organization, ensuring that roles are clearly defined within this team. Psychological First Aid (PFA) for schools recognizes the benefits of early crisis intervention by training teachers and other staff to promote resilience, recognize the signs of traumatic stress, and help students and their families return to normal after crises.
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6. Parent and Community Engagement
Provide parents with clear guidance on their roles and expectations during a critical incident. Address their concerns and ensure they know the plan. Engage with the wider community and external organizations (e.g., local government, emergency services, health authorities) to ensure coordinated responses and to access additional resources.
Parent and community member involvement in school safety initiatives isn’t just suggested—it’s fundamental. The shared responsibility encouraged by the involvement of parents and community members can help create safer schools where children can thrive and learn without fear.
7. Routine Hazard, Vulnerability, Impact Assessments
A Hazard, Vulnerability, Impact Assessment (HVIA) helps identify and rank hazards that might impact schools and help leaders prioritize planning, mitigate risks, and develop emergency plans. Leaders must regularly assess potential threats to the school environment, adapt to new and emerging risks, and continuously update and evaluate physical security systems—locks, cameras, family reunification sites, and more.
After a crisis, they should thoroughly review how the situation was handled, including what worked well and what could be improved. This reflection should involve feedback from a wide range of stakeholders, including administrators, teachers, staff, and parents. The insights gained can be used to strengthen the crisis response plan and to better prepare for future challenges.
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Making Safety and Security a Continuing Priority
Safety and security are collective responsibilities that don’t end after the first day of school. Rather, they require thoughtful, meticulous, and collaborative attention year-round. Principals and administrators must take the lead, but when it comes to keeping our kids safe, we all have a role to play. Everyone must be encouraged to share information if they see something suspicious—promoting a culture of vigilance and empowerment in maintaining a safe school environment.
Robert Evans is vice president of COSECURE, a security consulting firm.
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 magazine.
