School Safety and Security Plans

School Safety and Security Plans

Improving Safety and Security in America's Schools

Scarcely a month goes by in the United States today without a headline reporting the latest school shootings. In response to the unfortunate circumstances of September 11, 2001 and the tragedies that have occurred on school campuses throughout our country, schools, private corporations and government agencies have all taken a pro-active stand on developing safety and security plans to protect their employees, visitors, students and others. The purpose of this study is to provide a review of the relevant peer-reviewed and scholarly literature concerning safety and security plans in order to determine what is needed and desirable in such plans so as to identify deficiencies or opportunities for improvement in a specific school setting. An analysis of what additions or changes are required to the specific schools' safety and security plans is followed by a summary of the research and important findings in the conclusion.

Review and Discussion

Part I: Research and Review of the Literature on Organizational Safety and Health Programs in American Schools.

It is not surprising that the issue of safety plans in schools has assumed new relevance and importance in recent years. As Singer (2001) emphasizes, "High profile school shooting incidents in the past couple of years have generated headlines, heightened public awareness of school violence and been a powerful motivator for schools to beef up -- or initiate -- preventive measures. Despite the attention, however, school security experts say they are concerned, especially about the long-term effectiveness of such efforts" (p. 41). Indeed, ensuring the long-term effectiveness of current initiatives in an increasingly violent society remains a fundamental challenge. For example, Yell and Rozalski (2000) advise, "Violence in the United States has reached epidemic proportions, with a predictable spillover into public schools" (p. 187). Moreover, while the majority of recent school shootings have taken place in high schools and colleges, even elementary schools are not immune to school shootings. For instance, in 2000, first-grade pupil in a Flint, Michigan elementary school shot and killed a 6-year-old classmate (Liu, 2000). In response to these events, Yell and Rozalski note that concern over safety of students, faculty and administrators in the nation's schools has resulted in across-the-board attention from policymakers at all levels: "The national concern over the problem of school violence has led to federal, state, and local efforts to address this issue by creating new laws and policies, which include adopting zero-tolerance approaches, conducting targeted and random searches of students and their property, using metal detectors, and preventing violence through education" (p. 187).

Certainly, violence in the schools is not a new phenomenon, and many schools across the country already have some type of safety plan in place and some are legally mandated. For example, Limber and Small report that, "Most schools operate under legislative mandates to create school safety plans to protect children from violence, and many schools have long-standing policies and programs to address aggressive, violent, and disruptive behavior, including bullying" (2003, p. 445). While many of the mandates requiring safety plans in the schools have been developed and implemented at the state level, there are federal requirements involved as well that must be taken into account in the formulation of any comprehensive school safety program today. In this regard, Limber and Small advise, "Even though state laws dominate the legal landscape, federal laws and policies do provide incentives for school districts to address student safety. Indeed, through major activities such as the "No Child Left Behind" initiative, the federal government often provides funding for research and demonstration programs that address school violence" (p. 446). Two states already recognize the importance of improving communication among staff and students related to student-on-student violence included in their school safety plans (Limber & Small). For example, New York (2002) and Rhode Island (2001) have included identical language in their statutes that require that district-wide safety plans to include "strategies for improving communication among students and between students and staff... such as... creating a forum... For students concerned with bullying or violence" (quoted in Limber & Small at p. 446). While the purpose of this mandate remains somewhat nebulous, the focus on generating discussion concerning violence in the schools is certainly worthwhile. According to these authors, "Holding consistent forums (or class meetings) within the classroom setting to discuss bullying and peer relations is a common and effective component of several comprehensive prevention programs" (Limber & Small, p. 446).

In response to the recent increase in school shootings, a number of government agencies, including the FBI and U.S. Secret Service, have been assigned to school districts across the country to help identify opportunities for improvement and to address security concerns by installing high tech equipment, including closed circuit cameras and metal detectors (Singer, 2001). As Singer advises, "Security experts and education experts agree these can be helpful tools, depending on school conditions, and if used and maintained properly. Such tools are particularly well entrenched in the Richmond, Virginia public school system, where physical security measures have accompanied conflict resolution curriculum since the 1970s" (p. 41). According to Sharon Scott, assistant chief of safety and security for the school system, which has 29,000 children, "We have the hardware. There are door locks, buzzers and closed circuit cameras in the elementary schools. And there are security specialists with police powers at the middle and high schools, who randomly conduct locker and metal detector searches" (quoted in Singer at p. 41). The school's metal detectors have identified some razors and knives; however, because the random searches are highly publicized as part of the student education process, there have been few guns seized to date (Singer). According to this author, there were two school-related incidents involving handguns in 2001, both of which indicated that the students involved had not planned a "Columbine-style" attack: (a) in one instance, a student brought a gun in a book bag fearing there might be reprisal in school for something that happened in the neighborhood; and (b) the other incident involved a gun found in a car while a student working doing electrical work on it in an automotive class.

Other school districts across the country have implemented new procedures that include various security devices, or upgraded them, more recently, as part of their school safety planning. For example, in Wayne Township's (Indianapolis) 16 schools, Chuck Hibbert, coordinator of safety and transportation services for the metropolitan school district of Wayne Township reports that, "All of our buildings are equipped with intrusion alarm systems, basically burglar alarms, and all use electronic locks at critical entrances for access control. We have been implementing the electronic locks and access controls as money becomes available, and we were doing it a few years prior to Columbine" (quoted in Singer at p. 41). In addition, the district has implemented a pilot project that expands the use of closed circuit televisions in the junior and senior high schools to all of the district's schools, at the cost of $3 million, but the safety planners at Wayne Township emphasize that this investment in infrastructure provides the needed "icing on the security cake" to help ensure the safety of their students, faculty and administrators alike. According to Hibbert, "From a physical security aspect, we think we're relatively comprehensive based upon our school climate and our assessment of our community crime situation, in a suburban/urban district. We like to think we try to be proactive, and our superintendent takes great pride in being cutting edge, so we've been fortunate our school board and community has been supportive in addressing physical security as well as prevention needs" (quoted in Singer at p. 41). This approach also avoided the need for traumatic hostage-rescue training exercises that have been used at other school districts following the Columbine shootings. According to Hibbert, "Right after Columbine there were districts doing hostage training, with kids being evacuated from buildings with hands above their heads. We decided that would be traumatizing children unnecessarily" (quoted in Singer at p. 41). The school district has also installed video cameras on school buses, and trained Wayne Township school administrators in the use of metal detectors which are reserved for "reasonably suspicious circumstances" (Singer, p. 41). While some educators have criticized the use of such high-tech devices as part of a school's safety plan suggesting that more emphasis should be placed on anti-violence training, there remains a growing consensus that although such devices are insufficient by themselves, they can be particularly valuable as part of a more comprehensive approach to dealing with the issue of violence in the nation's schools.

Some recently implemented safety programs identified by Singer that may serve as useful models for other schools include the following:

Students Managing Anger and Resolution Together ("SMART"). This initiative uses interactive computer games to help middle school students assess their coping skills in stressful situations and instills social skills aimed at avoiding anger and violence. Available through Learning Multi-Systems in Madison, Wisconsin, the software can be used in any kind of classroom setting, according to Kris Bosworth, who helped create the program at the University of Arizona. "It was tested on almost 600 kids in a desegregated Indianapolis middle school where there are a lot of aggressive kids," Bosworth says. "Those who used the computer were more aware of their own coping strategies and violence presentation. They also showed a decrease in the belief that violence was a way to solve problems" (quoted in Singer at p. 41).

Peacemakers Program. Violence Prevention for Students in Grades Four through Eight. This program uses role-playing to forge problem-solving, anger management and conflict resolution skills. Fifteen lessons are designed to be taught by teachers and counselors, and there is a computer games component starring an alien in a scenario based on the film it's a Wonderful Life. Unlike similar programs, says Jeremy Shapiro, vice-president of research for Applewood Centers, a non-profit, child-serving agency in northeastern Ohio, Peacemakers "does not assume kids want to learn these skills." Program testing showed a substantial decrease in disciplinary incidents related to aggression and in suspensions for fighting, Shapiro adds. Weinheimer recommends that school administrators should ask whoever is representing the program they're interested in for evidence. "Look for change in behavior or attitude, or issues like school attendance or completion rate," she says. "Where it has been shown to be effective and at what grade level. "Also, they should not be afraid to develop something on their own based on what they know works, because many of the best ways of handling issues match the needs and resources within the local community" (emphasis added) (quoted in Singer at p. 41).

Part II: Review of Safety and Security Plan for a School Corporation.

A review of the school corporation in question's safety plan from the employee handbook reveals a number of shortcomings. The current safety plan is as follows:

It is the responsibility of each employee that all tasks be conducted in a safe and efficient manner complying with all local, state and federal safety and health regulations, programmatic standards, and with any special safety concerns identified by Company XYZ for use in a particular are or with a client.

Although most safety regulations are consistent throughout each department and program, it is the responsibility of the employee to identify and familiarize himself with the Emergency Plan for his working area.

Each facility shall have posted as Emergency Plan detailing procedures in dealing with emergencies such as: (a) fire; (b) weather, and - medical emergency, etc.

It is the responsibility of the employee to complete an "Accident and Incident Report" for each safety and health infraction that occurs by an employee or that an employee witnesses.

Failure to report such an infraction may result in employee disciplinary action, including termination.

Each employee should sign a safety statement during new employee orientation. Furthermore, management requires that every person in the organization assumes the responsibility for individual and organizational safety.

Failure to follow Company XYZ safety and health guidelines or conduct which places the employee, volunteer, client or agency property at risk can lead to employee disciplinary action and/or termination.

The Health and Safety Committee and the Executive Director shall have the responsibility to develop, and authority to implement, the safety and health program in the interest of a safer work environment.

Beyond the foregoing delineated responsibilities, there school corporation also has different codes for emergency situations; for example, Code Red means a complete lock down. Nevertheless, it is clear that there are significant gaps in the foregoing safety plan that require attention. For this purpose, the eight steps developed by Robbins and DeCenzo (2001) provide a useful framework in which to evaluate and identify opportunities for improving the foregoing safety plan. These eight steps and suggested changes to the school corporation in question's safety plan are provided in Table 1 below.

Table 1.

Eight safety steps developed by Robbins and DeCenzo and suggested changes to safety plan.

Step

Recommendations

Step 1. Involve supervisors and employees in the development of a safety and health plan.

The current safety plan indicates that management deems safety and health a priority, but assigns most of the responsibilities for oversight and administration to employees without providing a means by which feedback can be provided and does not currently encourage or solicit such feedback from all the stakeholders involved. For this purpose, it is recommended that the following language be added to statement no. 1 above: "All employees are encouraged to report unsafe working conditions or suggestions for improving existing conditions."

Step No. 2. Hold someone accountable for implementing the plan.

The current safety plan states that the Health and Safety Committee and the Executive Director are responsible for implementing the safety plan, and assigns accountability for compliance with employees. Recommend that statement no. 8 above be changed to reflect accountability for those responsible for implementation: "The effectiveness of the organization's safety plan will be considered in the periodic performance reviews for those responsible for its implementation. Such review will be based on quantifiable metrics used to measure the success of the program's components."

Step No. 3. Determine the safety and health requirements for your work site.

The language in statement no. 1 above was deemed to satisfy this requirement, with the addition of the training measures outlined in Step No. 6 below.

Step No. 4. Assess what workplace hazards exist in the facility. Identify the potential health and safety problems that may exist on the job.

The current safety plan stipulates in statement no. 6 above that every employee is responsible for organizational safety. This language is so vague as to be meaningless and the responsibilities it assigns are equally vague. Therefore, it is recommended that a statement be added to the organizational safety plan that states: "An inspection of all of the organization's workplaces will be conducted by XYZ Company's health and safety committee to identify potential problems and to recommend preventive measures."

Step No. 5. Correct hazards that exist. If hazards were identified in the assessment, eliminate them.

While statements 3 and 4 of the existing safety plan outline what steps should be followed in the event of an accident or emergency, there are no provisions for identifying hazards in the first place, reinforcing the need for the recommendation in Step No. 4 above.