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Let’s take a poll. Do you think increasing visible security measures, such as taller fences and additional locked doors, keeps schools safe? Experts say it’s insufficient. The edLeader Panel “Rethinking School Safety: Building a Culture of Prevention, Protection, and Preparedness” shared how to navigate rising threats, mental health issues, and what it really takes to protect today’s schools and students physically, emotionally, and psychologically.

Dr. Joseph M. McKenna, former Deputy Superintendent and a National School Safety Trainer, and Katherine Schweit, retired FBI Special Agent and sought-after world expert in mass shootings, incident response, and crisis communications, discussed practical ways leaders can act now.

“If your theory is that a director is responsible for everything, you’re not helping to create a true culture of safety. One person can’t be responsible for safety,” explained Schweit. Instead, it takes a more holistic approach, with connections between various departments, staff, and students, so that the right people are in place and marching toward the same mission.

There are safety measures that can be costly, “but not everything is going to cost a considerable amount of money to get it put in place,” explained Dr. McKenna. School leaders should consider some basic steps to enhance safety and foster a safety-minded culture within their district or school. Start by shifting how district and school leaders think about safety. Begin by doing these five things, the panelists advised.

1. Walk the building with a different pair of eyes.

Have parents, coaches, teachers, and janitors walk the building and report what they see. “I think it’s super important to ask the maintenance crew, to ask the people responsible for physical security. Where do you see risks? There is no one who knows your buildings better than the people responsible for cleaning and locking up at night,” Schweit said.

2. Empower a team of safety helpers.

No one person can see where every fence is broken or lapses in process over time—especially in large districts. That’s why even those not typically associated with school safety, such as bus drivers, maintenance workers, and nurses, must have an ongoing role. In one district, Dr. McKenna explained using safety checklists. All information reported was sent back to leadership to address holistically.

3. Build systems to address vulnerabilities.

What happens when someone identifies a gap, a broken door, for example? “We need to have a system to create a work order, right? Again, very practical, but sometimes we know about vulnerabilities, but maybe it’s not us in the safety and security realm that’s going to go fix it,” said Dr. McKenna.

4. Adjust how you communicate.

Experts recommend getting creative with how information is delivered and gathered so that it resonates. For instance, translate checklists into multiple languages for maintenance crews and provide students with important information in multiple media formats, including videos.

5. Make people feel safer.

Schweit emphasized that feeling safe is also a critical step in building a culture of safety. “Mirrors that are up in the hallways in the corners so that a teacher can see, when that teacher is crossing from one area of the school to another area of the school, can see ahead whether somebody is coming towards them. Those make people feel safe even though they don’t cost very much,” she said.

Recent cases also show rising internal threats, everything from student hit lists to violent hazing. Schweit said one of the biggest challenges facing school safety is making sure no student falls through the cracks. Safety teams need to “remember who’s not calling into tip lines because they are troubled, and how else you can reach the troubled people who are out there in the school,” she said.

Schweit recommended exploring ways to connect with students individually and to ensure a robust system for submitting tips and comments, addressing the reasons why a student might feel compelled to take such extreme measures.

Everyone must be aware of the risk factors and establish programs and teams to help identify problems and intervene before the worst can happen. Most schools may already be conducting informal student check-ins, said Dr. McKenna. He recommends formalizing a process to ensure all students are supported and making it crystal clear what to do when someone notices a problem. “When the students start talking about harming themselves or harming others, most students, most peers want to help their friend.”

Schweit reminds schools to build student trust so kids feel comfortable telling adults when they see or hear something. “I often say, ‘Snitching is getting somebody in trouble. Telling is getting somebody help.'”

Learn more about this edWeb broadcast, Rethinking School Safety: Building a Culture of Prevention, Protection, and Preparedness, sponsored by Navigate360.

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Navigate360 is leading a transformative movement in safety, redefining the concept of “safe” to encompass not only physical security, but the emotional well-being of all people. As the leading provider of holistic safety and well-being solutions, Navigate360 empowers organizations with the software, training, and technology necessary to cultivate the safest possible environments where people can learn, work, and gather.

Article by Suzanne Bell, based on this edLeader Panel