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Purpose – In the midst of the second wave of data collection for a Comprehensive School Safety Initiative (CSSI) research project, a mass shooting occurred at Marjory Stoneman Douglas High School in Parkland, Florida. This tragic incident provoked responses across the United States, including intense political discourse, organized student protests, and active shooter drills. In order to assess the potential influence of a major threat to school safety on the perceptions of adolescents, this chapter analyzes the survey responses of middle and high school students in St. Louis County.

Methodology/approach – Approximately one-third of the sample was surveyed prior to the shooting and the remaining students completed surveys within three months after the shooting. The authors examines the potential influence of the shooting on students’ reports on a number of school safety issues, including fear and perceived risk of victimization, likelihood of reporting guns on campus, and engaging in avoidance behaviors.

Findings – Results indicate that the shooting significantly influenced students’ perceptions of school disorder and likelihood of reporting a weapon at school, especially in white, less disadvantaged schools. The results also reflect meaningful effects based on the timing of data collection post-shooting, with many of the significant changes appearing within three weeks after February 14, 2018.

Originality/value – This study explores how external events may influence student perceptions of school safety. Moreover, this study offers a methodological contribution by demonstrating an assessment of the Parkland shooting as a potential threat to internal validity.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

Using data from the Children of Immigrants Longitudinal Study, this study examines the structural relationships between negative school social relationships, school safety, educational expectation, and academic achievement of Latino immigrant students. Results from multilevel structural equation modeling show that discrimination, unhelpful school social relationships, and experiences of unsafe school environments influence Latino immigrant adolescents’ academic achievement indirectly and directly through their educational expectations. Specifically, this study explores how noncognitive and contextual factors embedded in different structural layers of school organization influence Latino immigrant adolescents’ academic achievement. It draws attention to the impact of negative school factors such as discriminatory and unsupportive school social relationships, and negative and unsafe school structures that undermine school life. Based on our findings, we argue that as Latino immigrant students internalize negative experiences from their school experiences during the critical period of adolescence, such accumulated negative internalization may reinforce negative self-perceptions and inaccurate stereotypes. Not only discrimination but also other negative school features such as the absence of academic supporters, nonacademically oriented friends, and unsafe learning environments inhibit them from navigating positive school opportunities and ultimately, successful school achievement. Implications for the social organization of U.S. public secondary schools with a focus on Latino immigrant adolescents’ academic achievement are discussed.

This study aims to examine parent perceptions of school active shooter preparedness and prevention efforts, as well as parent perceptions of the risk of an active shooter event.

Data were obtained in 2019 through an online survey of 182 Pennsylvania residents who were the parents or step-parents of children enrolled in pre-Kindergarten, Kindergarten-12th or college/ university. Respondents were a subset of a state-representative sample of 668 individuals.

Actions taken by schools were largely unrelated to parent perceptions. Parents who reported that their child’s school had provided information about active shooters to students had better attitudes toward preventive efforts overall. Parents who reported that their child’s school had changed firearms policy perceived a higher level of risk. Parents were also asked to share what they felt their child’s school could do that would help them feel more prepared for an active shooter event. The most common response was for schools to install metal detectors or perform random metal detector checks.

While there is extensive research on the views of students about school safety and security and, to a lesser degree, the views of school administrators and teachers, parents have largely been neglected in school safety research.

The purpose of this paper is to assess the perspectives of law enforcement executives and public school principals regarding school resource officers (SROs), armed teachers, and armed school administrators in order to inform the policy discussion surrounding school safety issues.

This study utilizes data collected from two surveys that were sent to law enforcement executives and public school principals in South Carolina. Respondents were asked about their experience with SROs and their perspectives on these officers’ ability to maintain school safety. Both groups of respondents were also asked about their attitudes regarding arming school employees.

There is a large amount of support for SROs from both law enforcement executives and principals. However, in general, both groups of respondents do not believe armed administrators or armed teachers to be an effective school safety strategy.

SROs have been the primary strategy adopted by schools to maintain safety, but in the wake of the shooting at Sandy Hook Elementary School, public outcry and political debate has spawned a number of proposed alternatives. Among these alternative security measures has been the idea of arming school teachers and/or administrators. However, there appears to have been little effort to empirically consider the perspectives of those directly impacted by school safety policy decisions. In particular, a gap in the literature remains regarding the perceptions of police executives and school principals concerning school safety policies and how the attitudes of these key actors compare. Thus, the current study addresses this gap by exploring the perspectives of key school safety stakeholders.

The purpose of this paper is to examine the impact of school safety measures, including SROs and safety personnel, on school-related delinquency and perceived safety.

Specifically, a comprehensive search of the literature was performed to identify studies published between January 1, 1998 and July 1, 2016 that focussed on structural school safety measures such as metal detectors, cameras, closed circuit television systems, and access control measures and/or school resource officers in primary and secondary schools. Only studies that relied on randomized controlled trials and pre-test/post-test designs evaluating the impact of at least one school safety measure in reference to a control condition were eligible for inclusion.

The results of this exhaustive search revealed 32 unique study samples that met the inclusion criteria. Results from the studies suggest that implementation of more security measures may not be an effective policy. More safety measures often result in a decline of student-perceived safety. Study limitations and directions for future research are also discussed.

Results from this meta-review can provide educational administrators, superintendents, and school safety policymakers with a synthesis of only the most rigorous and valid studies that evaluate the impact of school safety measures on both actual and perceived school-related delinquency and safety. This information will provide school safety decision makers with a state-of-the-art synthesis of how school safety measures impact school-related delinquency problems and safety, and which measures appear to be most effective for informing the allocation of scarce resources.

This study aims to evaluate the effect of school safety on standardized learning outcomes for primary-age students in Tanzania, identifying causal direction and magnitudes.

Key dependent variables include standardized learning outcomes in English, reading fluency and math addition problems; while independent variables are the perception of school safety from head teachers. An ordinary least squares estimation explored the determinants of student performance when controlled for school and family specific characteristics. These results were then verified through the quasi-experimental method of propensity score matching, estimating the effect of school safety on learning outcomes and accounting for any misspecifications in the treatment or outcome models.

Results show statistically significant and negative effects of an unsafe school environment on learning outcomes for both reading and math.

As head teachers reported students’ perceptions of school safety, it may be underreported.

Donors, policymakers and other stakeholders need to consider school safety issues as a barrier to learning in policy design and program implementation.

Reducing fatalities and increasing the number of students able to remain safe during an active shooter event is paramount to the health and well-being of schools and communities. Yet, methodological limitations and ethical concerns have restricted prior research on security measures during school shooter lockdown drills. This study aims to fill that gap by using virtual reality (VR) to statistically examine the effectiveness of active shooter response protocols in a simulated high school.

Using a full factorial, within-subjects experimental design, this exploratory investigation used VR technology to investigate whether automatic classroom door locks, centralized lockdown notifications and the presence of a school resource officer (SRO) significantly impacted student safety and casualty mitigation. Data were collected from a convenience sample of 37 individuals who volunteered to participate in 24 school shooter scenarios within a simulated virtual environment.

Multiple one-way analysis of variances indicated significant main effects for automatic classroom door locks and SRO presence. Automatic locks yielded faster lockdown response times, and both factors were significantly associated with higher numbers of secured classrooms.

Findings from the current study address the gap in existing literature regarding evidence-based school safety protocols and provide recommendations for using VR simulations to increase preparedness and reduce fatalities during an active school shooter event.

The purpose of this paper is to identify best practices in the implementation of school‐based sexual violence prevention education.

A three‐phase plan was implemented to evaluate the Sexual Harassment/Assault Prevention Project (SHAPP) in one state in the USA. First, a structured review of the prevention curricula of the participating communities was completed. Second, a survey of school personnel on best practices and challenges associated with their initiative was conducted. Third, school staff school climate surveys were administered, focus groups with teachers, students, and parents were conducted, and behavioral incident records were reviewed in two middle schools, one implementing SHAPP, and the other with no programming for sexual violence prevention.

Compared to the school with no programming, in the SHAPP school, staff reported better school climate and safety, and student participants reported more positive opinions about their school's prevention efforts.

The implementation of sexual harassment/sexual assault and bullying prevention programs may result in a more positive school climate, an increased sense of safety among students and staff, and a decrease in incidents of sexual harassment/assault and bullying.

The study suggested that building sexual harassment and assault prevention efforts from the platform of a school‐wide, evidence based, bullying prevention strategy offers many advantages.

In response to a critical need for uniform school crisis preparedness and response efforts across districts, the National Association of School Psychologists developed PREPaRE, a model and training curriculum aimed to equip school-based professionals to engage in comprehensive school crisis prevention and intervention practices. The PREPaRE acronym stands for: Prevent/Prepare for psychological trauma; Reaffirm physical health, security, and safety; Evaluate psychological trauma; Provide interventions (and) Respond to psychological needs; and Examine the effectiveness of prevention and intervention efforts. The model spans four crisis preparedness phases: Prevention, Mitigation, Response, and Recovery. This chapter provides a detailed overview of the development and structure of the PREPaRE model's core components and the organizational framework of the Incident Command System. It delineates elements of the basic school crisis response plan, assessment of mental health risk following a crisis event, and the provision of crisis interventions within a multitiered system of support framework. Additionally, it summarizes ongoing effectiveness and implementation research used to evaluate and improve the model based on immediate training outcomes assessed through pre and postmeasures and training transfer to applied school contexts. Implications for research and public policy regarding school safety and crisis prevention and intervention, as well as the future of PREPaRE curriculum development, are discussed.