ERIC Number: EJ1350535
Record Type: Journal
Publication Date: 2022-Nov
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: EISSN-1552-3896
Reading, Writing, Responding: Educators' Perceptions of Safety, Preparedness, and Lockdown Drills
Schildkraut, Jaclyn; Nickerson, Amanda B.; Klingaman, Kirsten R.
Educational Policy, v36 n7 p1876-1900 Nov 2022
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.
Descriptors: Elementary Secondary Education, Teachers, School Personnel, Administrators, Attitudes, Perception, Emergency Programs, School Safety, Drills (Practice), Predictor Variables, Teacher Characteristics, Administrator Characteristics
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A