As schools across the United States resume classes, the reality of potential school shootings looms large, prompting educational institutions to implement lockdown drills. However, the impact of these drills on students’ mental health raises significant concerns.
Lockdown Drills: A Double-Edged Sword?
LEILA FADEL, HOST: Schools have reopened, and with them comes the unsettling reality of potential school shootings. On our previous program, we visited a Minnesota school to explore how it prepares students for such scenarios.
(CROSSTALK)
UNIDENTIFIED TEACHER: Here, listen up, everybody.
UNIDENTIFIED STAFF MEMBER: Can I have your attention, please? This is a lockdown drill. Teachers, please secure your students in your classrooms. This is a lockdown drill. Thank you.
FADEL: Middle schoolers there express that these drills have become normal. But should this be the case? To explore this, I spoke with Jillian Peterson, a psychologist who specializes in mass shootings and leads the Violence Prevention Project in St. Paul, Minnesota. I began by asking about the effectiveness of lockdown drills.
Effectiveness vs. Emotional Impact
JILLIAN PETERSON: Students often report feeling more prepared, but they also experience increased anxiety, worry, and fear of a school shooting occurring. Balancing these outcomes is crucial.
FADEL: How do educators balance the potential benefits against the emotional impact on students?
PETERSON: That’s a key question for many school districts. While drills may help in certain situations, they can also lead to unintended consequences if the drills don’t align with actual events. Additionally, the most likely perpetrator of a school shooting could be a student participating in these drills.
FADEL: So, potential perpetrators could learn the school’s response tactics during these drills?
PETERSON: Exactly.
Understanding the Psychological Toll
FADEL: You’ve researched the psychological impact of these drills. What are your findings?
PETERSON: I’m concerned that the most likely perpetrator is within the school, we’re unsure of the drills’ effectiveness, and we may inadvertently normalize violence for young children. My interest in this topic began when my child nonchalantly described practicing for potential gunfire in kindergarten.
FADEL: Oh, my gosh.
PETERSON: At just 5 years old. Moreover, children with pre-existing anxiety or those from communities affected by gun violence are particularly vulnerable. In Minnesota, we’ve enacted legislation to conduct these drills in a trauma-informed manner, ensuring parental notification and the option to opt out. Debriefing with students afterward is also essential.
FADEL: Oh, my gosh.
PETERSON: It’s unrealistic to expect students to rehearse for potential death and then continue with their studies as if nothing happened.
Exploring Alternatives
FADEL: What alternatives exist to protect students without causing trauma?
PETERSON: Conducting trauma-informed drills, training adults, and focusing on prevention are crucial. Identifying and addressing potential threats—often existing students displaying warning signs—is essential. Implementing anonymous reporting systems and threat assessment teams can help. Teaching students crisis intervention skills and promoting inclusivity, such as ensuring no student eats alone, can also play a vital role in preventing violence.
FADEL: Dr. Jillian Peterson is a forensic psychologist and the executive director of the Violence Prevention Project at Hamline University in St. Paul, Minnesota. Thank you for your insights.
PETERSON: Absolutely. Thank you.
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