Five Misconceptions Around Safety Planning for Special Needs Populations
- Apr 2
- 4 min read
There are many misconceptions around safety planning for special needs populations that result in critical gaps and safety risks. At Safe and Sound Schools, we partner with safety teams to push thinking, provide practical resources, and create safety plans that help make school safety truly comprehensive. Here are five common misconceptions your team may not have considered when planning.
1. Special Safety Planning Only Applies to Students with IEPs or 504s
When schools hear “special needs” students, the thought seems to automatically go to those with IEP’s and 504 plans. Creating inclusive safety plans is not just for students with documented disability status. Many schools assume safety planning is only needed for students with IEPs and 504 plans, but in reality, there is a wide range of both students and adults who can benefit from extra accommodations.
Across the spectrum of age, ability, and disabilities exists a large umbrella of needs that can impact safety during an emergency. Mobility, mental health conditions, communications, medical health concerns, and supervision needs are just some of the many elements that may require the creation of an individual safety plan.
Safe and Sound Schools’ Especially Safe program was designed with this broad spectrum of needs in mind. Its fillable Individual Safety Plan (ISP) can be adapted to support anyone. Consider which school community members, including adults, may need extra support in different emergency situations and be proactive in creating a plan.
2. Planning is Only Necessary for Permanent or Long-Term Conditions
Safety plans are not just for long-term conditions and must adjust to meet the current needs of the school community. There are many temporary conditions that can impact a person’s ability to respond safely in an emergency, and planning for them is just as critical as planning for long-term needs.
Concussions, broken bones, medication changes, and pregnancy are all examples of temporary conditions that may require accommodation for safety. Although these things may not be permanent, having a temporary plan in place ensures that everyone is safe. Emergencies are often unpredictable, but thoughtful planning can make a lifesaving difference.
Planning efforts must adapt to support both long-term and temporary conditions as they arise. Continuous review of safety plans and procedures, as well as ongoing conversations around safety are important factors that ensure everybody is accounted for.
3. A Single Plan Fits Every Emergency
No two emergencies are exactly alike. Assuming one plan fits all scenarios can leave your community vulnerable. The needs of students and staff may differ from a hold to an evacuation. Being prepared to meet the needs of everyone, no matter what the situation may be, is what true inclusive planning looks like.
While creating plans for each possible incident may feel overwhelming, it is foundational to comprehensive school safety. Safe and Sound recognizes that safety planning is no easy job, and that’s why Especially Safe addresses each type of emergency.
4. Individual Voice is Not Required for Planning
As safety plans are developed, critical voices are often left out. The individuals meant to be supported should be key partners in planning, whenever possible. They should help shape their plan and understand it completely in order for it to be effective.
Age, role, and ability are factors in how someone may be able to participate in the planning efforts and during emergencies. The developmental levels of safety awareness can be used to assess what an individual’s capabilities are during an emergency. Individuals should know their plans and may be helpful in informing what accommodations they need in different situations.
Intentional safety planning means assessing individual needs and involving them as appropriate, in planning and practice.
5. Only Safety Teams Need to Know the Plan
Plans should not be written with the assumption that someone will instinctively know what to do. Teams can become very familiar with a student and their needs, but the reality of an emergency does not guarantee that they will always be the one helping set the plan into motion. All appropriate stakeholders should have access to, and be familiar with, student safety plans.
When deciding who might oversee the execution of a safety plan, it is important to have a back-up and a back-up to that person as well. Safety is a shared responsibility, and involving different stakeholders ensures that the plans can be effective in a real-world environment.
Continuous Improvement & Resources
While Especially Safe has created a foundation for inclusive safety planning, there are still many other elements for teams to consider, and no plan is complete without ongoing review and refinement. Thus, the mindset of “using every opportunity to learn and enhance” is an important perspective to take. Misconceptions can be harmful to special needs, creating gaps that put students and adults at risk. Consider how your team might address these misconceptions and continue to review safety plans for a fully comprehensive approach.
In conjunction with Especially Safe, the Staying Safe program, an options-based skill building curriculum, further equips school communities to deal with the unexpected. By teaching actionable safety skills, students and staff are empowered with tools that can be used in any emergency.
Learn More
Connect with Ben: www.linkedin.com/in/bfernandezsp
Explore our full lineup of programs: https://www.safeandsoundschools.org/programs