Date of Conferral
Doctor of Education (Ed.D.)
Public Policy and Administration
Robert C. Flanders
Mandated active shooter drills are necessary for students, especially in high school districts, where active shooter events are more prevalent. As a result, high school administrators and teachers face numerous implementation challenges and consequences that may threaten the student learning environment’s psychological balance. Guided by DeVos’s theory of school safety integration and crisis preparedness and three aspects of policy recommendations, this qualitative case study was designed to explore the challenges and perceptions of a high school administrator and teachers’ regarding implementing mandated active shooter drills while supporting the student’s psychological, social, emotional, and physical health. Through semi-structured interviews, one administrator and ten teachers and the utilization of document analysis of participants’ responses, the study’s findings indicated that an effective shooting drill should be an informed, collaborative, and regular implementation, leading to new improvements, delivering adequate preparation, minimizing fears and anxieties and restoring psychological normalcy after an active shooter drill. Furthermore, this study’s results could inform programs and initiatives based on the participants’ responses to promote social changes and strengthen the collaborative training efforts, safety partnerships, and community professionals while supporting students’ psychological, social, emotional, and physical well-being. Further study into future research on the perceptions of the effectiveness of implementing mandated Safety Response Protocols relative to emergency operations plans and policies within public schools can help guide administrators and teachers to develop an approach that minimizes harmful effects and improves preparedness.
Tillman, Shelise, "Psychological Consequences of Mandated School Security Response Training" (2020). Walden Dissertations and Doctoral Studies. 9664.