While I spend a fair amount of time traveling to visit schools, communities, and school safety professionals, my travel increases tremendously in the wake of a school tragedy. In those moments, when I listen to the conversations around me, I hear such strong views, opinions, and ideas about school safety– all coming from the deepest places of concern, fear, anger, and disbelief.
In the aftermath of tragedy, with every breaking news detail, we are unified in our desire to keep our kids and communities safe. But, as mouths move and emotions rise, I find myself internally wondering, What were your thoughts on school safety the day before the disaster? Were you this concerned with school safety the day before the tragedy? Were you talking about it at the office? Did you post on social media about it? Was the topic even on your radar?
For many–if not most of us–it likely wasn’t. While I wonder, I do not judge. It wasn’t high on my radar on December 13, 2014, the day before an attacker walked into Sandy Hook Elementary School and into my daughter’s fist-grade classroom. It wasn’t until a tragedy touched my life that the issue of school safety took a permanent position in the forefront of my mind and sparked the mission that is now at the core of Safe and Sound Schools.
With the new school year upon us, the back-to-school commercials airing once more, and school emails filling our inboxes, I wonder about the year ahead. Many of you are wondering about it as well, perhaps even considering a more proactive role in the safety of your child’s schools. With this hope in mind, I share the top 10 questions I hope you will ask yourself, your children, your neighbors and your school – questions I wish I had asked myself years ago:
1. What conversations are you willing to have with your children regarding school safety and the risks that can arise while at school (always considering your child’s age and readiness for conversations surrounding safety)? Topics may range from weather safety (what to do in the case of a tornedo) to school violence. What will be your family plan? Who in your family can your student call in case of an emergency.
2. What about your school’s plans? Are you aware of the emergency plans? Do you know what is expected of you? It’s critical that you know and understand your school’s plan in the case of an emergency and in order to support these plans at home. For example, does the school perform lockdowns? What kinds of other drills are practice–and how often?
3. How is outside access to the building controlled during school hours? Are exterior doors locked or open during the day? How many points of entry into and out of your school are there? What about the security of school visitors? Is there a visitor management system, either manual (with staff checking visitors in and verifying id’s) or technology-based (such as Raptor Visitor Management) in place to vet those gaining entry into the schools?
4. What about security? Does staff or security walk around the school, inside or out? Does your school have the support of a school resource officer? Does your school have any unique weaknesses in terms of its physical structure that need to be addressed? Do the classroom doors lock? If so, how? Do those locks meet fire code? How are the doors unlocked? Are glass entryways into your school fortified?
5. What law enforcement agency supports your school and is called in case of an issue? How many officers and agencies (i.e. fire, police, EMS) are available to your school if needed?
6. In the case of an emergency, what is your schools reunification plan? Is there one? What is expected of parents in case of reunification?
7. Have you talked to your students about being good citizens as well as being good cyber-citizens? How are kids protected and/or disciplined in cases of bullying?
8. How does your school support mental health? Is there a school-based mental health professional available to students and families? Do students know where to take concerns about themselves or their peers? How does your school foster a culture of safety and support for all students?
9. Does your area provide unique challenges or issues that affect your student’s safety? Extreme weather or natural hazards? If so, are there weather shelters in place? Is your school in a high-crime area? If so, is walking to school appropriate? How is student safety ensured when coming and going to and from school?
10. Does your school have a system to monitor threats on social media that identify your school or students in them? What about reporting mechanism on campus? Do students have a way of reporting known information to either a trusted adult or an outside agency? Safe and Sound partners with ReportIt nationally. This and other organizations offer tools for students and community members to keep their schools safe.
Having lost our precious daughter at Sandy Hook School, the thought of school safety is with my family every single day. It is my hope that communities come together, with students hand-in-hand, working purposefully, to protect every campus across our nation. The loss of one child this coming school year is one too many. Join me and our growing team of volunteers, experts and community members who are determined to keep all kids Safe and Sound.
Michele Gay, Co-founder and Executive Director of Safe and Sound Schools
Parents often ask us how to be more engaged with their kids, how to best support them as they navigate this complicated world around them. Shari Nacson, LISW-S, Child Development Specialist, and Advisor to Safe and Sound Schools weighs in with some helpful tips.
1. Development happens on a continuum.
Anna Freud called this the concept of developmental lines. It’s easiest to picture with an everyday task that babies can’t do, but adults have mastered — like eating. We’re fed soft things, then hard things, then we become able to feed ourselves, someday we shop and prepare meals.
When we consider the challenges that face our children — of any age — we need to think about where they are developmentally. Are they learning about something, wanting it done for them, emerging with mastery, or dancing in-between? When we think developmentally, we are able to honor what kids have mastered and then lay scaffolding for where they soon will be. This concept applies to all life skills: literacy, math, maintaining friendships, personal hygiene, time management … everything that we hope our kids will someday do independently and successfully.
With school safety, one might think about your child’s existing awareness, what information they might soon receive from elsewhere (and if they need to hear things from you first), what information intersects helpfully or unhelpfully with your own family values, issues, and strategies. Just like we do on a systemic level, assess the context, then act on what you know, and audit/reflect on how it went.
2. Some things are best heard from your parents. No matter how old you are.
While many schools have mastered the art of sharing difficult news and supporting the school community through related processes, kids of all ages still do best if they have been prepared at home. Talk together about community tragedies, school policies, and global issues that they might hear about at school. Do this in a developmentally and age appropriate way — so your child is more prepared should they hear something in a group or media setting. When we talk with our kids about these things, they feel respected and can manage any big feelings in the privacy of home.
The world comes at kids fast and furious; our job is to slow it down so their hearts and minds can process information in the healthiest possible way.
3. Do good together.
Volunteering together is one of the best ways to intentionally be together. It’s constructive, fun, creative, tech-free, and makes the world a better place. While volunteering, you interact in ways that no other activity provides. You transmit your own values and build special memories that are likely to inspire each of you. One of the keys to empowerment is shifting away from passive roles (the world happens to us) to active roles (we make things happen in the world around us). Volunteerism offers a platform where kids (and adults) can feel encouraged, empowered, and can directly see their impact on the world around them.
Volunteering together builds healthy neuropathways, supports conscience development, and increases resilience — for everyone involved. For older kids and teens, follow their lead in choosing volunteer opportunities.
All of the things that make our world a better place when done by adults — all of the engagement that makes our civic institutions and communities function in healthy ways — all of them require a foundation of engaged compassion.
4. Convey that you believe in your child.
Even with something that is tricky to master, we want our kids to know that we believe they will get there. We also want them to know that we trust them. Sometimes this may be more of a Jedi mind trick (“I know you’ll do the right thing” is often code for a worried parent trying to elicit a kid’s conscience), but it works better than shaming kids into compliance.
If your child has a track record of poor decision-making, you might need to be more concrete about the steps to good decision-making, all-the-while conveying that to err is human and that you know they will get to a place of self-sufficiency, even if the road is bumpy. Collaborate with helpers if your child has had difficulty making safe, smart decisions.
When kids know we believe in them, they feel empowered and make better choices.
5. Don’t wait for a crisis to happen.
Our fast-paced society doesn’t allow us the time to think, to be intentional. This is the one investment that can make the biggest difference in your parenting: dedicate time to think about parenting.
Every family should have a trusted someone — counselor, clergy member, pediatrician, educator, friend — who helps them think clearly about their kids. Take a moment right now to think about who your trusted someone is. Do you talk regularly? Do you only reach out when it’s a crisis? Think about increasing that contact — like the old saying, an ounce of prevention is worth a pound of cure.
Each child is unique; the situations they encounter are complex. And just when they master something, development kicks-in and all the things that worked before will need to be recalibrated. We do best by our kids by embracing this part of life — this messy, bumpy, exciting, and thwarting part of life.
We don’t have to wait for our kids to be in grave distress before we ask for help. The day-to-day minutiae also warrants our thoughtful consideration; tending to it can sometimes prevent a larger crisis. Professionals who work with kids welcome your questions, about small and big things.
More than anything, find someone who helps you be the parent you want to be.
Shari Nacson, LISW-S, is a freelance writer, child development specialist, and nonprofit consultant in Cleveland, Ohio. As a public speaker, she enjoys helping busy parents become more intentional with their child-raising strategies.
By: Leslie Lagerstrom & Todd A. Savage, Ph.D., NCSP
May is Mental Health Awareness Month. School staff and school-based mental health professionals work every day to support the mental health, physical, and psychological safety of all children and youth in school, particularly students who are bullied ostracized, isolated or who lack social support at school, at home, or in the community.
Transgender and other gender-diverse students, even those who demonstrate strong resiliency skills are particularly vulnerable for poor mental health outcomes due to these and other factors. Strong home-school collaboration and partnerships can bolster transgender and other gender-diverse students’ mental health, which increases their ability to perform successfully in academics and beyond; consider one family’s story.
Sam was 10 years old the first time we discovered he was exploring ways to commit suicide. Ten years old. I remember the terror that ran down my spine that day when we learned he wanted to end his life. What I thought was just another Wednesday, turned out to be the day my son’s classmates broke his spirit.
As a transgender youth, Sam suffered from daily incidents of bullying and harassment, and this day was no exception. Boarding the bus that morning, he was greeted with the usual shuffling of backpacks and kids quickly moving from one seat to another so that he could not sit next to them. The first whispers, stares and laughs of the day began on that bus as he self-consciously walked down the narrow aisle looking for a seat.
At school, the bullying ramped up…loud whispers in the halls that were meant to be heard; giggles during roll call when the teacher read the name ‘Samuel’ for the child that was once known as Samantha; body language intended to intimidate; and classmates calling Sam ‘It’ under the direction of their parents, because Sam was not conforming to their understanding of gender.
In science class Sam’s stomach filled with butterflies when he heard the teacher say, “Pick a lab partner.” He already knew how this scene would end because he had been there too many times before, standing awkwardly alone while his classmates eagerly rearranged their chairs, to partner with their pals. Sam was once again the odd man out because nobody wanted to be paired with that kid who “…used to be a girl.”
Lunch was spent alone in an alcove in the basement. This was his safe space where he ate alone each day because he was afraid to walk through the school lunchroom. By afternoon he needed to use a restroom but there were none that were safe and so he decided to hold it, just like he had done for the last 45 school days, even when this practice resulted in chronic bladder infections. The last hour of the day he had gym class, where he was taunted for standing with the boys when the teacher instructed the class to line up by gender. His day was spent trying to avoid one form of mental abuse after another, but at the age of 10 he was not yet equipped to protect himself from emotional harm. His spirit broken, he decided he had had enough.
Luckily for our family, we were able to mitigate some of the pain his classmates inflicted that day – enough that he stopped thinking about harming himself for a while. Sadly, this is what an average day looks like for many transgender and gender diverse kids.
I share Sam’s experience with you to illustrate the type of behavior that threatens the mental health of countless students every single day. Disrespectful behavior that is always at someone else’s expense, the cost of which, istoo high for any child or family to pay. In extreme cases the consequences culminate in violence, while in other incidences children choose to harm themselves or simply sink into a pit of despair and depression.
As the mom of a transgender child that has walked alongside him through the psychological mine fields created by his classmates, I know the mental toll they have taken. At home we coach him to focus on the positive, but human nature sneaks in on particularly bad days, only allowing him to remember the hurt. When you think about it, schools go to great lengths to ensure the physical well-being of students, but the same cannot be said for their mental health. I truly believe that not until our schools care equally about their students’ physical and mental well-being, will our children be safe and sound in the classroom.
Leslie Lagerstrom is the creator of the blog Transparenthood™, which chronicles her family’s experience raising a transgender child. She is a contributor to The Huffington Post and her essays can be found in two anthologies, Mamas Write and Nothing But the Truth So Help Me God. Committed to spreading awareness on the subject of transgender children, Leslie frequently shares her family’s story, speaking in front of audiences across the nation.
Todd A. Savage, Ph.D., NCSP, is a professor in the school psychology program at the University of Wisconsin-River Falls (UWRF); he is also a past president of the National Association of School Psychologists. Dr. Savage’s scholarly research interests include culturally-responsive practice; social justice; lesbian, gay, bisexual, and transgender issues in education; and school safety and crisis prevention, preparedness, and intervention. He has conducted numerous professional development workshops on gender diversity in schools for administrators, teachers, school-based mental health professionals, and staff members locally, regionally, and nationally throughout the past five years.
May is Mental Health Awareness Month. In recognition of mental health as one of the most important pieces of school safety today, we asked Safe and Sound advisors, Dr. Melissa Reeves and Dr. Stephen Brock to weigh in on what they see in our K-12 schools today.
Safe and Sound Schools: Drs. Reeves and Brock, what are the top 5 mental health issues and themes you see in our K-12 schools currently?
Drs. Reeves and Brock: It’s difficult to pick just 5, but these make up a great deal of the mental health work we are seeing in the field of K-12 School Safety today.
Two key mental health challenges our schools are facing are:
1. Suicidal ideation and behavior among students.
According to the Youth Risk Behavior Survey and the CDC, rates have significantly increased since 2008 (after over a decade of decline). Nineteen states have passed laws requiring suicide prevention education for educators, the most recent being California. On September 26, 2016, Governor Jerry Brown signed into law AB 2246 which requires all schools serving students from grades 7 to 12 to adopt comprehensive suicide prevention policies (that address suicide prevention, intervention, and postvention).
2. Increased anxiety due to demands and social pressures.
Academic demands continue to increase and students are feeling the pressures to take more challenging classes. Social pressures, the constant comparisons to others via social media, and readily available access to information for which children and youth may not be ready to comprehend and process, are all contributing to higher levels of anxiety. Schools are beginning to teach students anxiety management strategies to better cope with these stressors.
On the positive side, these are three trends we see schools taking to address mental health in schools:
1. Integration of mental wellness into the curriculum.
Social emotional learning (SEL) programs not only help to keep our young people psychologically well, they have been shown to improve academic performance and decrease referrals for negative behaviors.
2. Prompt identification and treatment of mental illness.
Half of all lifetime cases of mental illnesses emerge during the school years (by age 14). The school environment is the perfect setting for early identification. Universal mental wellness screenings should become as common as vision and hearing screenings.
3. Increasing mental health services and staffing in schools.
Research shows that mental health treatment compliance increases 21 times when it is provided in a school vs. in a community setting. School-employed mental health professionals can work directly with students to learn social-emotional skills that increase social competence and academic achievement, and decrease mental health challenges.
Dr. Reeves is President of the National Association of School Psychologists (NASP) and speaker and advisor for Safe and Sound Schools. Dr. Brock is the former President of NASP and speaker and advisor for Safe and Sound Schools.
It seems like just yesterday we welcomed 2016 and yet here we are, several days into second half of the year. We kicked off the first quarter with a new website and several travels to various communities in the country, our second quarter has been no different. We’ve kept busy and true to our mission: empowering communities to improve schools safety.
In April, co-founder, Michele Gay, and speaker’s bureau member, Melissa Reeves, traveled to Virginia to hold reunification trainings with the Virginia Department of Criminal Justice Services. Around the same time, co-founder, Alissa Parker, board member, Bob Martin, and speaker’s bureau member, Tau Braun, attended the Preparedness Summit in Dallas, Texas. April travels culminated in Massachusetts where Michele Gay spoke at the Interscholastic Athletic Association’s Conference.
Meanwhile, Safe and Sound Schools focused its online efforts toward school safety and autism awareness. For the blog, Michele Gay shared her family’s personal experience as an autism family while Lisa Borges, executive director of The Doug Flutie Jr. Foundation for Autism, shared safety resources and information for families with autistic children. Safe and Sound Schools also partnered with FEMA, to encourage families to participate in America’s PrepareAThon.
With May in full swing, Michele traveled to Oklahoma to revisit the students of Moore High School and closed out May travels with a visit to Palm Beach, Florida to keynote at the ASIS Law Enforcement Officer Awards.
In the social sphere, Safe and Sound Schools focused on mental health awareness, teacher appreciation week, nurse’s week, youth traffic safety month and EMS week.
As the end of the school year neared, Safe and Sound Schools turned much of its attention to school resource officers. In June, Safe and Sound Schools headed to Tennessee and Wyoming to hold all-day workshops and presentations. With the end of June approaching, Alissa Parker visited Sacramento, California to keynote at the California Department of Public Health’s 2016 Emergency Preparedness Training Workshop: Path to Preparedness. Safe and Sound Schools closed out the second quarter with a trip to Colorado to convene with SROs.
While the Safe and Sound family traveled, online efforts continued with a focus on SROs, national safety month, therapy dogs, allergy awareness month, and special message from Robbie Parker in honor of Father’s Day.
Now that we’ve reached the third quarter, we look forward to sharing some of our new initiatives that will take us into the fourth quarter, including student-focused resources. So, stay tuned for more updates by joining the Safe and Sound family and following us on Facebook, Twitter, LinkedIn, and Instagram.
In the hours, days, and weeks after an act of school violence, our nation predictably turns its focus to the mental health of the perpetrator. We often assume that the attacker’s behavior was caused by mental illness. This belief provides something of an explanation for us to hold onto in our shock and grief. Believing that the perpetrator suffered from mental illness allows us to distance ourselves just a bit from the individuals who would commit this type of violence. While this explanation may serve as comfort for our wounded psyches, is it valid? What does the research tell us about the connection between mental health and violence?
The majority of people with mental illness do not commit violent acts. A number of studies support the finding that a mere 4% of violence toward others in the U.S. can be attributed to people diagnosed with mental illness. There are, however, specific severe mental illness diagnoses linked to slightly higher rates of violence – schizophrenia, which is characterized by disorganized thoughts and behavior and perhaps a loss of touch with reality, along with the major mood disorders, bipolar disorder and major depression. The truth is, persons with mental illness are more likely to be victims than perpetrators of violence. Mental illness does, however, carry an increased risk of violence toward oneself – suicide.
We also know that alcohol and drug use and abuse significantly increase risk for violence toward self and others in both mentally ill and non-mentally ill populations.
Mental illness, then, is not the sole cause of school violence. Roughly 1 in 4 people in the U. S. have a diagnosable mental illness and most of them do not feel compelled to act violently. Mental illness is just one risk factor, and the presence of risk factors does not necessarily result in a specific outcome. Many factors are involved in this process.
How can we reliably determine which individuals are at risk for perpetrating violence in our schools?
The practice of threat assessment, developed over the past twenty years, is the tool we use to investigate and determine the level of risk posed by a given individual. Its focus is not on predicting, but on preventing violence.
Quite simply, we can get a glimpse into someone’s mind by observing precisely what the individual says and does. We review all risk factors, behavioral warning signs, and violence inhibitors, to obtain a more complete picture of whether the individual is heading toward violence. Then, we can intervene, get help for the person, and manage the possible threat in a way that will keep others safe. If we find that we do have concerns about the individual’s mental health, this is the time to summon the person’s support system and refer him or her for assistance.
This discussion would not be complete without acknowledging that in the aftermath of a number of school shooting attacks, previously overlooked indicators of undiagnosed mental illness were uncovered. While the incidence of school shooting is rare, and the link between mental illness and violence is tenuous, we always want to watch for signs of possible mental health issues, and attend to them swiftly.
Other risk factors and warning signs of violence include access to weapons, substance use/abuse, noncompliance with psychiatric medication or treatment, fascination/preoccupation with weapons and violence, a commando mentality, holding onto grievances, a model or script for using violence to solve problems, feelings of envy, anger, rage and hopelessness, a sense of being entitled to revenge for a perceived wrong, and a feeling of marginalization from peers. Can a distorted sense of reality or skewed thought patterns be behind some of these factors? Absolutely!
There are also specific protective factors shown to inhibit violence. These may or may not be present in a given individual’s life. It is the totality of the situation that ultimately determines the outcome.
Small steps we can take each day to keep our schools safe include making vital personal connections with our students, fostering a positive, equitable school climate, educating others and ourselves about the risk factors and warning signs of mental illness, suicide, and violence, and keeping a watchful eye on students. We can develop a process in our schools for referral, assessment, and intervention to provide the help our students need. With all of these preventive measures in place, we can trust that we’ve made our schools a much safer place to learn.
– Susan Sibole, B.A. Psychology, M.S. Counseling Psychology, Youth Risk Prevention Specialists
Founder of Youth Risk Prevention Specialists and creator of the SafeAware program, Suzanne Sibole works with school districts nationwide to significantly increase their levels of safety. With the SafeAware program, schools receive step-by-step assistance developing safety and crisis response plans and setting up violence threat assessment teams. Suzanne trains all staff on everyday school safety, detecting the warning signs of suicide and violence, and the importance of reporting and following up. She then works with key staff members until they are confident assessing individual cases and managing potential school threats. She also speaks to parents about their critical role in school safety and violence prevention. Suzanne has trained at the Gavin de Becker Academy, is a member of ATAP (Association of Threat Assessment Professionals), and works with with national school safety and threat assessment experts.
 Friedman, Richard A., M.D. The New York Times, December 17, 2012.
 Brekke JS, Prindle C, Bae SW, Long JD. Risks for individuals with schizophrenia who are living in the community. Psychiatric Services. 2001; 52(10):1358–1366. [PubMed]
 University of Washington School of Social Work http://depts.washington.edu/mhreport/facts_suicide.php
 Singh, Pavita, MPH. Huffpost Media, Jan 28, 2016
 Langman, Peter. School Shooters: Understanding High School, College, and Adult Perpetrators, Rowan & Littlefield, January 2015