A FOCUS ON
SCHOOL SAFETY
COMMISSIONER'S STUDENT ADVISORY COUNCIL
Kentucky Department of Education
January 2023
School shootings have made us painfully aware that our schools have been
and may continue to be sites of violence. Although the actual number of
primary victims (those killed and injured directly by school violence) has
been small, the events have produced many witnesses and survivors who
are known as secondary victims. Our youth are increasingly exposed to the
long-lasting and damaging effects caused by school violence. In 2022, there
were at least 170 incidents of gunfire on school grounds, resulting in 55
deaths and 145 injuries nationally (Everytown Research and Policy, 2022a).
Witnessing shootings, whether in their schools, their communities or their
homes, can have a devastating impact. Children exposed to violence, crime,
and abuse are more likely to abuse drugs and alcohol, suffer from depression, anxiety, and posttraumatic stress
disorder, fail or have difficulties in school, and engage in criminal activity (Everytown Research and Policy, 2021).
Members of the Commissioner’s Student Advisory Council began to develop policy suggestions for school safety at their
May 31, 2022 council meeting following the school shooting in Uvalde, Texas. Council members researched
independently over the summer and started to work in small breakout groups in August to develop a list of
recommendations to legislators and education stakeholders along three categories: before, during and after an incident.
BEFORE AN INCIDENT:
WHAT CAN WE DO NOW TO PREVENT OR MINIMIZE THE CHANCE OF AN EVENT?
Ensure awareness of the STOP tipline.
Kentucky Revised Statute 158.4451 details the STOP tipline, an
RECOMMENDATIONS
anonymous reporting tool used in Kentucky schools, and how it
operates. While the law states that the tipline must be available to
Promote the STOP tipline.
schools, it does not specifically address students’ awareness of the 01 Ensure awareness of the STOP tipline.
tipline. The Safe School Initiative, conducted by the Secret Service and
U.S. Department of Education, found that “most attackers engaged in
some behavior prior to the incident that caused others concern or Improve intervention rates.
indicated a need for help” (2002). In 66% of cases studied, these 02 Improve the rate of intervention in
behaviors were observed by students and/or staff, yet not reported. concerning behaviors.
This shows that these behaviors were being recognized by peers, but
other students chose to not report them. This could be attributed to Support gun control.
fear, disbelief, or misjudgment of the attackers' communicated intent. 03 Promote and support gun legislation
In 2021, the Secret Service published an analysis outlining plots
that would make it harder for an active
against schools and details that students are the best resource for
shooter/assailant incident to occur in
identifying concerning behaviors in students. The report recommends
the first place.
Witnessing shootings, whether in their schools, their communities or their homes,
can have a devastating impact. Children exposed to violence, crime, and abuse are
more likely to abuse drugs and alcohol, suffer from depression, anxiety, and
posttraumatic stress disorder, fail or have difficulties in school, and engage in
criminal activity.
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schools ensure that student reporting is facilitated and encouraged. Solutions to promote awareness and use of the
STOP tipline may include: 1) Reassuring students that no one will be punished for “overreacting” to a possibly
threatening statement. 2) Sending out a letter or pamphlet to every student detailing the tipline at the beginning of the
year. 3) Providing a short training to each student on recognition and reporting of concerning behaviors at the beginning
of the year.
Improve the rate of intervention in concerning behaviors.
KRS 158.4451 does not detail the response to concerning behaviors reported to the STOP tipline. According to a 2019
report from the Secret Service, 80% of the attackers studied had experienced some form of bullying consistently. Of the
bullied attackers, 34% had school officials that were aware of the bullying. In a few of these cases, there was no evidence
that the school addressed the situation. Additionally, 71% of attackers received disciplinary action for a concerning
behavior prior to their attack, but only 23% of those disciplined were referred to a team or mental
health professional for an evaluation, an assessment, or support services (National Threat Assessment Center, 2019).
Solutions to improve the rate of intervention in these situations include: 1) Requiring a response to every tipline report
(even those deemed as a joke should be responded to so as to prevent frequent irresponsible usage), 2) Conducting a
threat assessment on each student reported, and 3) Providing in-depth training for teachers on recognizing at-risk
students.
The further we progress, the more we learn about the importance of mental health. When a
firearm is given to someone mentally unfit, it can lead to tragic events like the past incidents we
have seen before. If we can make sure that a person is mentally sound and not considered a
danger to others, we will be able to prevent future incidents.
Promote and/support gun control legislation that would make it harder for an active
shooter/assailant incident to occur in the first place.
Currently, background checks must be performed for anyone
purchasing a firearm from a federally licensed gun dealer. One way
we can help improve the safety of purchasing firearms is by
requiring mental health screenings for certain firearms. The
further we progress, the more we learn about the importance of
mental health.
When a firearm is given to someone mentally unfit, it can lead to
tragic events like the incidents we have seen before. If we can
make sure that a person is mentally sound and not considered a
danger to others, we will be able to prevent future incidents.
Statistics show that of the 37 mass shootings that have occurred
between 1982 and 2019, 28 shooters that survived and went to
trial were diagnosed with some type of mental illness (Cassata,
2021). If these individuals had received a mental health evaluation
before they gained access to a gun, these events could potentially
have been prevented.
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DURING AN INCIDENT:
WHAT CAN WE DO TO ENSURE THE BEST RESPONSE WHEN AN EVENT HAPPENS?
Improve the quality of active assailant drills and
enforce existing requirements. RECOMMENDATIONS
The majority of active assailant drills performed by districts are
ineffective and sometimes do more harm than good. According to Active shooter drills.
Zullig (2020), 58% of youth reported that active shooter drills teach 01 Improve the quality of active assailant
them what to do if such a situation presents itself, however they were
drills and enforce existing requirements.
uncertain of their ultimate benefit. Additionally, the drills they did
receive caused emotional distress and about 60% reported feeling Improve training for first
unsafe, scared, helpless, or sad as a result. 02 responders.
Improve training for staff, school resource
It is our recommendation that drills should act as a realistic simulation officers, and all first responders to ensure
in order to best prepare students for an attack. These simulation drills quick response times.
should vary in intensity based on school levels (elementary, middle,
high). The developmental level of the students involved should be Establish a clear
taken into account, in order to avoid creating traumatic experiences 03 notification system.
for students and staff (Zullig, 2020). Students and staff should be Create a system to notify students and
informed in a schoolwide meeting that there will be a drill during the parents of an event.
school day two weeks before in order to avoid unnecessary fear.
However, they should not be informed of the time and location of drills as this could affect the drill's legitimacy. This
meeting should also be open to parents/legal guardians. The two-week window allows time for students to understand
and review what will happen when the simulation occurs. It will also allow for guardians who feel their students will not
face this simulation well to send a request to have them not participate. The night before this drill is to happen the
guardians of non-participating students will be notified to keep these students at home the next day.
The day of the drill, school administration should do their best
to enforce rules that would go into effect during an attack,
possibly by disciplining students and staff who do not take drills
seriously. Administrators, staff, and school resource officers
should assume the roles and responsibilities they would during
an attack for them to be prepared, as well. Additionally,
feedback from all stakeholder groups, including students and
staff, should be obtained after exercises and drills to identify
any remaining gaps in knowledge and skills and ascertain if
participation caused any distress or other unintended
consequences (Schonfeld, Melzer-Lange, Hashikawa, & Gorski,
2020).
As recommended by the Kentucky Department of Education's Active Shooter Drills resource guide
(2020), it is important to heavily consider the use of simulated or dramatized effects such as fake
bullets, actors, effects, etc., as there is no evidence such simulations enhance learning or
preparedness, and they may raise anxiety. The resource guide also recommends clearly indicating
this is a drill to distinguish a drill from an actual event but implementing realistic accommodations
for staff and students with special needs. Lastly, make sure to include outdoor spaces, common
areas and other facilities (not just classrooms), and meeting points in active shooter drills.
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Improve training for staff, school resource officers and all first responders for a better
understanding of an active assailant situation.
In order for a successful drill to occur, the staff, first responder teams, and
school resource officers (SROs) need to know exactly what to do in the
event that this situation becomes a reality. After the shooting in Uvalde,
Texas it became apparent that the training of SROs, staff, and first
responders is often lacking or needs improvement. Training for active
shooter events has become more prevalent since the Columbine massacre
of 1999, but the actions of law enforcement in recent shootings, namely at
Robb Elementary School in Texas and Marjorie Stoneman Douglas High
School in Florida, has proven that additional training is required for an
effective response. Dedicated training centers exist in the United States,
such as the Frank Deangelis Center for Community Safety in Wheat Ridge,
Colorado. Their model is the most effective approach to dedicated training
for first responders, SROs, law enforcement, and any other staff that may
be involved in an active shooter situation.
Clear communication to students, staff and parents about
the situation.
During a threat sometimes students do not understand the urgency of a
situation well enough. If the situation is a drill, the administration and
teachers mostly know about it. However, students are informed about drills and simulations in the same way.
Emergency situations must have specific words such as “not a drill” or “real.” School administrators should use the
public announcement system to alert the entire building using clear language to let students, teachers, staff, and SROs
know about the situation. The current school safety legislation in Kentucky does not require a standard process for
notifying those in the building. However, in order for the urgency of the situation to be felt this must be addressed. A
key tool in an active shooter situation is communication. In addition to a code word to be said over the intercom to
immediately let everyone in the building know that the lockdown is not a drill, a system for students, parents, and staff
to get a notification with as many details as possible and instructions on how to proceed is also needed. Too often
parents are seen attempting to run into the school itself during an incident or students are left not knowing what to do
or where to go if they escape the building. Fortunately, Kentucky currently utilizes a state-wide system called Infinite
Campus where parents, students, and staff can receive notifications regarding attendance, academic performance and
other school-related topics. All potentially affected parties could set up an Infinite Campus account at the beginning of
the school year to receive emergency notifications. During a drill, the notification system could be used to send out that
the school is currently having a lockdown drill. During the real event, a pre-written message could be sent to all parties
A key tool in an active shooter situation is communication.
detailing the instructions on how to proceed, such as providing instructions to parents on where to gather to receive
information and pick up their student after a safety breach. Students can use this notification to know where safe
meeting places are set up to meet their parents, and staff can use the notification to know where to take their students.
With these notifications, law enforcement and first responders can better focus on the actual situation rather
than crowd control and missing students. However, the Infinite Campus system currently lacks the
ability for students, school staff, and parents to communicate back with the school administration
sending the emergency message. If we invested in a program that would allow for two-way
communication, parents and students would be better supported in an emergent situation. As
stated previously, a key tool in crisis response is communication, especially between students,
parents, school staff and school administrators.
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AFTER AN INCIDENT:
IF/WHEN THE NEXT SCHOOL SHOOTING HAPPENS IN KENTUCKY, HOW DO WE PREPARE
TO SUPPORT THAT COMMUNITY?
Provide access to therapy sessions and other mental health supports.
School shootings leave behind a multitude of trauma for the victims and their families. According to the American
Psychological Association, 28% of people who have witnessed a mass shooting develop post-traumatic stress disorder
(PTSD) and about a third develop acute stress disorder (Novotney, 2018). As schools reopen their doors following a
traumatic event, students, teachers, and faculty often experience a sense of uneasiness and fear for the events that
once occurred. Such traumatic stress can pose negative consequences on the learning environment and abilities of
students. While preventive measures are obviously the most effective
RECOMMENDATIONS at reducing the frequency of school shootings, we must face the
realities of the aftermath of such tragedies. A school-based crisis
intervention team needs to be in place to provide support and
Provide mental health assistance to children in the aftermath of a crisis, including triage,
01 support. short-term counseling, and referral to community services. After an
Provide access to therapy sessions and incident, the number one priority is the mental health of the
other mental health professionals.
students, faculty, and staff. Even if the impacted school has a
counselor, that individual would have experienced the trauma as well
Host town-hall style and might not be in the best position to counsel students. Bringing in
02 meetings. outside mental health professionals with trauma training is what
Host town-hall style meetings for the would be needed to ensure that every student who needs mental
community. health supports will have access to those services. These
professionals should be kept for the remainder of the school year,
Repair and rebuild the through the summer, and be available to students at all times
03 school building. without cost to the families.
Taking steps to ensure that the students feel safe when they ultimately come back into the school building is critical.
This response may need to be tailored on an individual basis focusing on what the students in that particular
circumstance feel that they need. Additionally, the creation of support groups in the community may be needed.
Students may feel more isolated due to experiencing a traumatic event and support groups may allow them to process
and rely on others for help. Ultimately, after the situation happens, the main focus should be the immediate wellbeing
of all members involved.
While preventative measures are obviously the most effective at reducing the frequency of school
shootings, we must face the realities of the aftermath of such tragedies. A school-based crisis
intervention team needs to be in place to provide support and assistance to children in the
aftermath of a crisis.
PTSD, depression, anxieties, grief, and much more can stem from experiencing a school shooting. Providing all staff
members, and students with the opportunity to attend therapy sessions and have access to counselors is extremely
important. Nearly one in four survivors of gun violence identified the need for additional counseling services. Gun
violence survivors often reported needing counseling not just for the short-term but for longer-term care to be able to
cope with the trauma from the experience. After the initial burst of support following a shooting, many struggle to
access care (Everytown Research and Policy, 2022b).
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Two evidence-based group treatments for trauma and traumatic loss are Bounce Back, for children in grades K-5, and
Trauma and Grief Component Therapy (TGCT-A), for older children and teens. Bounce Back is a 10-session cognitive
behavioral skills-based group intervention to teach elementary school children how to cope with and help recover from
their traumatic experiences. TGCT-A is a manualized group or individual treatment program for older kids and teens
who have been exposed to trauma or are traumatically bereaved that can be implemented in a variety of service
settings, including schools, community mental health centers, and clinics. Both treatments are currently being used in
the Uvalde community as long-term tools and resources (DeAngelis, 2022).
Exposure to media should be kept to a minimum. Oftentimes,
seeing and hearing reports of the tragedy is a catalyst for survivors
to relive the incident over and over. It is also very frustrating for
survivors and families when distant media figures warp and
misinterpret the event to fit an agenda or push a certain narrative.
Similarly, maintaining long-term support is key when feelings of
lower self-value emerge as a result of decreased media coverage as
society begins to forget about the tragedy.
Creating resource rooms or calming spaces for students and staff to
use if they are feeling dysregulated, activated, or traumatized can
provide important opportunities for processing. Schools can also
promote the use of Family Resource and Youth Service Centers as a
place for students to talk to a trusted adult or access things they
may need, like mental health referrals. Some exist in schools but are
underutilized by students.
The trauma experienced after a school shooting remains with
students throughout their entire life. As such, policies should
consider the residual effects of school shootings on student grades,
achievement, and attendance. For example, schools can exempt
final exams or produce a plan to retain the grade prior to the
traumatic experience. By adapting to the emotions of students,
schools can ensure the success of student achievement, while not
forcing students to stress about both grades and the school
shooting. Through this act, students will be less pressured with assignments in order to focus on recovering from the
trauma.
Host town-hall style meetings for the community.
After a traumatic experience such as a school shooting the main focus should be the wellbeing of all involved, including
families. Experts recommend local specialists build up a sense of community by encouraging open community, student-
led vigils, support groups, and town hall and school board meetings in order to let families express their mourning and
emotions (Iancu et al., 2019). There is an emphasis on local specialists because they know best how the community
feels. Local counselors, mental health professionals, and leaders of faith-based organizations should be trained, in
advance if funds allow, on trauma counseling. This counseling should be state subsidized if need be and funding may
be awarded by the U.S. Justice Department’s Office for Victims of Crime’s Crime Victim Fund. It is important to
emphasize that support is available, even if families and survivors don’t take it. The overall objective is to promote
connections and collective healing.
Not only do students, staff, and families have to deal with the mental aftermath of a school shooting, but there are
financial burdens as well. As the community tries to rebuild itself, donations are extremely important in funding
funerals, vigils, and other relief services for those involved. Hosting educational town hall-style meetings
for parents and caregivers to help them understand their children’s potential reactions and
behaviors over the coming months and how to help these youngsters integrate back into school
is currently being implemented in Uvalde. Training volunteer clinicians is critical because many
have not worked in such intense settings before (Novotney, 2018). Besides making sure these
clinicians understand trauma and grief-informed best practices, the training will include
information on how to prevent secondary traumatic stress and compassion fatigue among
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mental health providers. Holding community group therapy sessions might be something to consider as well. Being able
to connect with those who have been through similar experiences is essential to healing. At these group sessions,
information on helping family members and other resources can be shared.
Repair and rebuild the school building.
Helping Students
After a School Shooting Environment can be very triggering to those involved in the
shooting. Returning to school is already very tough but
1. Try and keep routines as normal as possible. being constantly reminded of the events that took place
Kids gain security from the predictability of just by looking around is even harder. Changing the
routine, including attending school. environment, visually, and implementing more security
aspects can make students and staff feel safer in school.
2. Limit exposure to television and the news.
3. Be honest with kids and share with them as To prepare such means of support, the state should create
much information as they are developmentally some sort of emergency fund to help the community
able to handle. involved. Local leaders/organizations should create an
online funding page so that outsiders and the larger
4. Listen to kids’ fears and concerns. community can donate and help survivors and families.
5. Reassure kids that the world is a good place to
Immediately after such an event, individuals across the
nation often feel called to help in any way possible. A fund
be, but that there are people who do bad things.
can help pay for counseling, food, shelter, improvement of
6. Families and adults need to first deal with and school security and infrastructure, and other vital services.
assess their own responses to crisis and stress.
Other than an emergency fund, it is very important for
7. Rebuild and reaffirm attachments and those involved to feel supported by the state and
relationships. surrounding communities, not belittled. The state, and
American School Counselor Association, 2022 those who represent it, should be active and involved in
helping and supporting the community. Whether that
includes reaching out to some people who were involved,
or personally attending community events, it is refreshing
to know that the issue is being taken seriously and the
voices that are meant to represent students and staff are
doing all they can. It should also be taken into
consideration that after the incident, active shooter drills
will still be required to ensure student safety. Although
they are necessary, active shooter drills could be an
incredibly triggering event for students that have
experienced the significant trauma of a shooting. To help
these drills be as efficient as possible for students and
staff, they must be redesigned.
Each teacher should be informed when the drill will be
taking place at least two weeks in advance. This will give
the teachers time to process what will be happening and
prepare themselves for the event. It will also give the
teachers time to think about how they can best support
their students during the drill. The students should also be
informed beforehand to ensure that they are mentally
equipped for the drill. This will also allow time for students
to reach out for help if they feel they
are not properly prepared or wish to
opt out of the drill.
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2022-2023 COMMISSIONER'S References
STUDENT ADVISORY COUNCIL American School Counselor Association. (2022, May).
Helping students after a school shooting. American School
The Commissioner's Student Advisory Council was created to advise the Counselor Association. Retrieved December 11, 2022, from
Commissioner of Education on issues relevant to high school students across https://www.schoolcounselor.org/Publications-
the Commonwealth. This group meets monthly with the commissioner and Research/Publications/Free-ASCA-Resources/After-a-School-
Shooting
Kentucky Department of Education (KDE) staff, both in person and virtually, to
discuss how decisions made at the state level are affecting students and Cassata, C. (2021, August 25). Should mental health checks be
schools throughout Kentucky. required before buying a gun? Verywell Mind. Retrieved
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https://www.verywellmind.com/should-mental-health-checks-
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Frankfort, KY 40601
http://education.ky.gov 8
