This week school communities and safety professionals across America celebrate Safe Schools Week and we at Safe and Sound Schools invite you to take this opportunity to rethink school safety.
Our work with schools, community members, and professionals across the country, is greatly enriched by many and varied perspectives on school safety. Despite many different ideas and views on the issue, we’ve learned that it’s an issue that unites us all. We all want our schools–our children and loved ones to be safe to learn and work at school. But what does school safety mean to you? The truth is that it depends on your lens. Are you a student? A parent? An educator? School staff? A mental health professional? An administrator? A safety professional?
What does school safety mean to you?
Depending on who you are, where you are, and what your experiences have been, you may be concerned with any number of issues from gang violence and bullying, to active shooter and natural disasters. School safety covers a lot of topics–more than ever today. So how do we make sure that we cover all the bases and still keep an eye on the big picture? How do we ensure a truly comprehensive approach? We bring it all together.
We developed a Framework for Comprehensive School Safety Planning and Development just for this purpose. We like to call it the Big Six. Six key categories, or pillars, that all together support school safety.
(1) Mental & Behavioral Health: Here threat assessment teams and professionals and and school-based mental health providers such as school psychologists, counselors, and social workers work together to develop the programs, plans, services, and resources that support prevention and intervention for the safety of individuals and the community.
(2) Health & Wellness: From allergy and trauma care; to spotting signs of abuse and neglect; to nutrition and physical activity; and stress management and self care, tending to the health and wellness needs of our school communities helps foster a successful and safe learning environment.
(3) Physical Environment: Elements of architecture, design, CPTED (Crime Prevention Through Environmental Design), security, tools and technology help to create and enhance our schools in order to naturally provide for a safe and supportive learning environment.
(4) Culture, Climate & Community: Fostering a safe and welcoming school culture is a fundamental part of school safety. How does it feel to be in school? Do students, educators, staff, and volunteers feel safe and comfortable enough to learn and grow? Here we explore programs and resources that help develop a positive culture and climate, and educate and activate the whole community for the benefit of all.
(5) School Law, Policy & Finance: There are federal, state, and local codes and laws that schools must abide by to ensure the physical safety and civil rights of students and staff. Then there’s the funding and financial planning required to provide for the trainings, tools, programs, and physical improvements that support our school safety efforts. These are the rules of the road and the tools to plan for the journey.
(6) Operations & Emergency Management: From everyday operations such as transportation, arrival and dismissal to emergency operations such as evacuation and reunification, school communities must examine the full spectrum of crisis prevention, mitigation, response, and recovery operations and the people involved to ensure safety for everyone, every day.
We created this framework to help you rethink school safety, and help you realize how you and so many others are a part of it. Where do you fit? What can you offer? Where will you start? Who will you invite to join you in working for a safer today and tomorrow?
As you rethink school safety, you will have many more questions than answers. Though one thing is for certain, it takes all of us together to ensure that our schools are truly safe and sound.
Safe and Sound Schools
Jason’s Story & The Jason Foundation, Inc.
On July 16, 1997, the most devastating event that can happen to a parent / family happened to my family…the loss of a child. Jason, age 16, was an average teenager who was an average student, better than average athlete, active in his church youth group and one who seemed to have everything good ahead of him. Yet on this day, Jason was lost to a “Silent Epidemic” that today is the 2ndleading cause of death for our nation’s youth. It is a “Silent Epidemic” that claims an average an average of 118 young lives each week in our nation. This “Silent Epidemic” is youth suicide.
According to the CDC’s 2017 Youth Risk Behavioral Survey, 17.2% of our nation’s youth replied that they had “seriously considered” suicide in the past twelve month and that 7.4% – that is over 1 out of every 14 young people – reported having attempted suicide one or more times in that same previous twelve months.
Suicide can easily be listed as one of the leading causes of death for our nation’s youth. However, it can also be listed as one of the leading causes of preventable death. Four out of five young people will demonstrate “warning signs” before a suicide attempt. If we know what to look for and how to appropriately respond, we can save lives!
The Jason Foundation, Inc. (JFI) was founded in October 1997 by Jason’s family and a few close friends. Today, JFI is recognized as a non-profit national leader in the awareness and prevention of youth suicide. Providing the information, tools and resources to help young people, educators / youth workers and parents / communities be better able to identify and assist young people who may be struggling with thoughts of suicide is the mission of The Jason Foundation. JFI, whose corporate headquarters is in Hendersonville, TN, has grown from literally a kitchen table to a national network of 125 Affiliate Offices located in 33 states and one U.S. Territory.
One of the greatest accomplishments of JFI is The Jason Flatt Act which utilizes teacher In-Service / Professional Development training to include suicide awareness and prevention. Passed first in Tennessee in 2007, The Jason Flatt Act as been passed in twenty states which impacts over 1.3 million educators and 23 million students.
When asked about JFI’s greatest accomplishments, Clark Flatt President of JFI and Jason’s dad responded, “Since 1997, because of the support of our National Affiliates and many passionate individuals, we have never charged for any of our programs making sure that lack of funding is never the deciding factor on who we can help.”
To learn more about the National public help issue of youth suicide and The Jason Foundation, Inc., visit www.jasonfoundation.com
Clark Flatt, President of The Jason Foundation Inc.
This blog contains views, and positions of the author, and does not represent Safe and Sound Schools. Information provided in this blog is accurate and true to the best of the author’s knowledge. Safe and Sound Schools accepts no liability for any omissions, errors, or representations. The copyright to this content belongs to the author and any liability with regards to infringement of intellectual property rights remains with them
Lisa Hamp is a survivor of the Virginia Tech shooting that took place on April 16, 2007. Today, Lisa speaks and writes about her experience surviving and recovering from the Virginia Tech shooting to help others.
I remember as a kid when I used to get excited for a new school year. I would look forward to back-to-school shopping, new clothes, and new school supplies. I would look forward to finding out my class schedule, and which friends I was going to have class with.
My heart aches for the students who aren’t going to have that this year. My heart aches for the students who have survived a school tragedy and don’t want to return to school. My heart aches for those who have witnessed school violence and are experiencing high anxiety as they are fearful to return to school this year.
I grew up in middle-to-upper class suburbia. Helicopter parents, and chain restaurants. Kids wearing Abercrombie and moms driving minivans. I felt safe all the time. But on April16, 2007, that sense of safety was stripped from me. I was sitting in class at Virginia Tech when I heard an unfamiliar popping sound. It sounded like gunfire. During the next eleven minutes, my classmates and I laid on the floor pushing the desks and chairs against the door while the gunman shot at our door and tried to push it open. In those terrible minutes, the gunman killed 30 students and professors in the building, and wounded and traumatized many more.
My recovery journey was far from perfect, but I eventually found my way through the fog. When I reflect on recovery, I realize I learned a lot about counseling, boundaries, confidence, self-care, and feelings. This stuff isn’t taught in school. You learn it by observing those around you.
For those of you who have survived a school shooting or witnessed school violence, I want to share with you what I learned as you return to the school this year.
First, going back to school was harder than I expected. I had a tremendous fear of a shooting happening again. Many people would tell me that it wouldn’t happen again, but I thought to myself, “they don’t know that.” I finally had to accept that there is no guarantee it won’t happen again.
Second, I learned to feel the uncomfortable feelings. I felt survivor’s guilt, fear, anxiety, loneliness, helplessness and self-doubt. I learned that these feelings were telling me something. They were telling me that I didn’t feel safe. Even though I hadn’t been shot, I had been hurt. As time passed, I was able to rebuild that sense of safety, and acknowledge my own wounds.
Third, I found good listeners. My recovery made great strides when I began connecting with others affected by school tragedy. These people helped me feel less lonely. We bonded. We connected on a level deeper than I connected with some of my closest family and friends.
If you have suffered a traumatic experience in school, getting back in the classroom may be one of the biggest challenges in your life. So here’s my advice: Trust your gut. Listen to your feelings. Write in a journal. Talk to your friends. Hug your friends. Trust yourself. Resist the urge to compare yourself to others. Ask to step out of class when it feels uncomfortable. You got this! And remember, you are not alone.
Lisa Hamp, is a survivor, a wife and mother, and national level speaker with Safe and Sound Schools. Learn more about her experiences and work with Safe and Sound Schools at http://www.kirklandproductions.com/lisa-hamp.html.
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.