Schools across the country are conducting active shooter drills to prepare students and staff for emergencies. However, the implementation of these drills varies widely, and some practices may negatively affect the mental, emotional, and behavioral health of students and educators. This interactive highlights findings and recommendations from the National Academies' study to help schools implement drills that protect safety without causing harm.
95% of U.S. public schools conduct active shooter drills, but practices differ significantly. Some drills use lower intensity approaches that teach specific, clear, and consistent actions to take in an emergency, while others incorporate high-sensory simulations, unannounced scenarios, or even deception.
Individual responses to drills and their vulnerability to harm can be influenced by factors such as trauma history, school and community context, and whether functional and access needs are considered in drill planning
The mental, emotional, and behavioral health needs of school staff require attention. Educators report emotional burden, especially when they lack advance notice or adequate training. Supporting staff is critical for supporting students.
Students with disabilities, multilingual learners, and others with functional or access needs are often left out of planning and may not have the supports or accommodations needed to participate fully in drills.
Unannounced drills, drills using high-intensity or high-sensory components, and deceptive scenarios can cause fear and distress without actually improving preparedness.
Following tragedies like Columbine and Sandy Hook, schools began using active shooter drills to increase emergency preparedness. But research on the psychological effects of these drills remains sparse. Many children report fear, confusion, or distress during drills, particularly when drills are unannounced or include high-intensity or high-sensorial components. The National Academies' report emphasizes that a positive school climate and inclusive, developmentally appropriate, trauma-informed planning are essential to preparedness that does not cause harm.
Schools that foster trust, connection, and communication create a more supportive climate that can serve as a foundation for introducing practices to prepare students for emergencies while safeguarding mental health.
Creating safer schools requires more than just practicing emergency responses. It requires thoughtful planning that supports the whole school community. Educational leaders, policymakers, and families can take the following steps:
By grounding active shooter preparedness in developmental science, trauma-informed practices, equity, and mental health, schools can build readiness while protecting the wellbeing of students and staff.
