| Title: |
Educators' Perspectives on Shooter Drills |
| Language: |
English |
| Authors: |
Anika Advant (ORCID 0009-0004-9315-9690); Caity DeCara (ORCID 0009-0006-9881-9170); Thomas Delaney; Kenneth Allen; Connor Barton; Jackson Bressor; Jan K. Carney; Akhil George; Briana Leger; Khadija Moussadek; Regan Staudenraus; Burton Wilcke |
| Source: |
Journal of School Health. 2026 96(4). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Violence; Weapons; Drills (Practice); Public Schools; Program Effectiveness; Teacher Attitudes; Administrator Attitudes; Allied Health Personnel; School Personnel; Attitudes; Emergency Programs; School Safety; Psychological Patterns |
| Geographic Terms: |
Vermont |
| DOI: |
10.1111/josh.70128 |
| ISSN: |
0022-4391; 1746-1561 |
| Abstract: |
Background: Active shooter drills (ASDs) are increasingly mandated in public schools, yet limited data exist on their effectiveness, and concerns persist about their psychological impact on students. To understand these perceptions, we partnered with Vermont's Public Health Association to conduct a mixed-methods study. Methods: An electronic survey was distributed to school districts in Vermont's most populous county, specifically sent to administrators, educators, mental health professionals, and support staff. Results: Out of 125 survey responses, 42% reported observing adverse psychological effects from ASDs, yet 79% considered the drills worthwhile. Statistically significant differences emerged between teachers and non-teachers in their views on ASD efficacy. Implications for School Health Policy, Practice, and Equity: Our study can help inform policy changes that focus on the standardization of drills and the use of consistent language within the literature, which can potentially minimize harm. Our research highlights the need for structured guidelines at the state level to ensure consistency across all schools. Conclusion: These findings suggest a complex interplay between perceived value and the psychological impact of ASDs. While many educators report psychological harms associated with ASDs among students, a majority continue to support their use, pointing to the need for thoughtful revisions in policy and practice. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1501433 |
| Database: |
ERIC |