9 Considerations for Planning and Conducting School Safety Drills for Special Needs Students

1 – It Takes a Team 

“We want kids to realize there is an entire team around them,” Gay says. Students need to interact with the various people who are there to ensure their safety, such as their direct teacher, the neighboring teacher, the school resource officer, and the school counselor—just to name a few. That team should make sure they are considering everyone’s physical and psychological safety when planning drills.  

2 – Teaching Before Training 

“We believe in the power of preparation through drills and of practice,” Gay says of Safe and Sound Schools. However, she urges schools to educate the school community on why drills are important and the procedures for each drill before conducting them. “For individuals with special needs…teaching before training is critically important to reduce anxiety, build confidence, and foster the essential life skills of safety.” 

3 – No drama. No trauma. 

We don’t start fires for fire drills, so why create traumatic experiences for other drills? Exposing students with special needs to highly sensorial and dynamic events may increase the risk of fear, anxiety, and trauma among the students and their guardians.  

4 – Practice Makes Progress 

“We want to model for our kids that it’s about progress… and that’s why we practice,” Gay says. It’s important for students to understand that they’re not aiming for perfection. The emphasis should always be on learning and improving our responses.  

5- Tailor Your Teaching 

There is no one-size-fits-all when it comes to school safety drills. It’s important schools tailor the instruction of each drill based on the person they are teaching. Instead of just thinking about someone’s age, schools should consider their developmental level instead.  

6- Safety Skills Are Life Skills 

Although students may never need to use the processes they learn through drills in school—such as stop, drop, and roll, for example—the skills they learn through practice can translate into the real world. “They may need these general skills at movie theatres or places of worship,” Gay reminds us. We’ve seen an increase in violence nationally since COVID-19. Practicing emergency response in schools may help students if they find themselves in emergency situations outside of school.  

7- Location, Location, Location 

There are some common crises that all schools need to consider, such as irate visitors, active shooters, and bomb threats. But all schools also have crises that are unique to their location. For example, schools on the coast should plan for hurricanes whereas a school in the Midwest knows to plan for tornados.  

8- Words Matter 

“The words we use and how we talk about safety and preparedness…those words are so important to our kids,” Gay advises. How we speak will influence how the student retains and thinks about the information. Schools should avoid language that promotes scary images and instead focus on positive words. For example, say “We’re going to stay safe” as opposed to “We’re in danger.” 

9- Keep It Simple 

It needs to be so simple that anyone can understand. This is the key to success, regardless of who you are teaching. Make sure to use words and phrases that are developmentally appropriate for your students.