TY - JOUR
T1 - Planning for a Crisis, but Preparing for Every Day
T2 - What Predicts Schools' Preparedness to Respond to a School Safety Crisis?
AU - Bradshaw, Catherine P.
AU - Debnam, Katrina J.
AU - Kush, Joseph M.
AU - Lindstrom Johnson, Sarah
N1 - Publisher Copyright:
Copyright © 2022 Bradshaw, Debnam, Kush and Lindstrom Johnson.
PY - 2022/2/16
Y1 - 2022/2/16
N2 - This study aimed to identify potential gaps related to crisis preparedness at 98 public secondary schools. We focused on crises that may occur following a substantiated eminent threat of school violence. Crisis preparedness data collected by trained external assessors captured knowledge of the procedure for responding in a safety-related crisis and process for notifying school staff, as well as the posting of the crisis plan in school locations. Data were analyzed in conjunction with data on student- and staff-reported school climate, school demographics, and external observations of the school. Analyses indicated that the staff were least aware of the process for notifying staff that a crisis was occurring. Middle schools, schools with higher levels of school disorder, and those with poorer reading and math scores were less likely to know the procedure, know the notification process, and have the plans posted in all locations. Schools also need to improve posting of school crisis procedures in shared and open spaces, such as the cafeteria and gymnasium; this is especially critical given that many school shootings occur in these large open spaces. Multilevel analyses indicated that staff perceptions of safety were significantly higher in schools in which the procedure was posted in all locations. Together, these findings provide evidence of a link among crisis planning, school context, and school climate, and complement the need for additional training on what to do following the substantiation of a credible and eminent threat.
AB - This study aimed to identify potential gaps related to crisis preparedness at 98 public secondary schools. We focused on crises that may occur following a substantiated eminent threat of school violence. Crisis preparedness data collected by trained external assessors captured knowledge of the procedure for responding in a safety-related crisis and process for notifying school staff, as well as the posting of the crisis plan in school locations. Data were analyzed in conjunction with data on student- and staff-reported school climate, school demographics, and external observations of the school. Analyses indicated that the staff were least aware of the process for notifying staff that a crisis was occurring. Middle schools, schools with higher levels of school disorder, and those with poorer reading and math scores were less likely to know the procedure, know the notification process, and have the plans posted in all locations. Schools also need to improve posting of school crisis procedures in shared and open spaces, such as the cafeteria and gymnasium; this is especially critical given that many school shootings occur in these large open spaces. Multilevel analyses indicated that staff perceptions of safety were significantly higher in schools in which the procedure was posted in all locations. Together, these findings provide evidence of a link among crisis planning, school context, and school climate, and complement the need for additional training on what to do following the substantiation of a credible and eminent threat.
KW - crisis planning
KW - prevention
KW - school climate
KW - school processes
KW - school safety
KW - threat assessment
UR - http://www.scopus.com/inward/record.url?scp=85125672172&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85125672172&partnerID=8YFLogxK
U2 - 10.3389/fcomm.2022.765336
DO - 10.3389/fcomm.2022.765336
M3 - Article
AN - SCOPUS:85125672172
SN - 2297-900X
VL - 7
JO - Frontiers in Communication
JF - Frontiers in Communication
M1 - 765336
ER -