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Department News

End-of-Year School Safety Assessment

If you would like to download this information as a PDF, please download here. 

As the school year draws to a close, it’s the perfect moment for schools to take stock of what worked well and what needs attention. One area that deserves a thoughtful, unhurried review is school safety. Taking time now to assess your safety practices not only helps prevent avoidable problems down the road, it also reinforces the culture of security and trust that students, staff, and families count on every day. 

Schools can use the following steps to assess their school’s safety procedures and outcomes.  

1. Review incident reports, behavior logs, and near misses.  

  • Review all student and staff incident reports.  
  • Look for patterns in injuries, behavioral incidents, or facility‑related hazards.  
  • Evaluate the effectiveness of interventions and corrective actions.  
  • Identify areas where supervision or procedures may need strengthening.  

2. Inspect classrooms and learning spaces. 

  • Check furniture for stability and damage.  
  • Ensure electrical cords, outlets, and power strips are safe and not overloaded.  
  • Confirm that emergency exits and pathways are clear.  
  • Inspect science labs, art rooms, and CTE spaces for chemical or equipment hazards.  
  • Verify that classroom emergency kits are stocked.  

3. Evaluate safety training and staff preparedness. 

  • Confirm that all required safety trainings were completed.  
  • Identify staff who need refreshers (first aid, CPR, emergency procedures).  
  • Review substitute teacher safety protocols.  
  • Ensure staff know how to report concerns and access emergency resources.  

4. Audit school policies and emergency procedures. 

  • Review emergency response plans (fire, severe weather, lockdown, evacuation).  
  • Update procedures based on new equipment, building changes, or district guidance.  
  • Ensure policies are accessible to staff, students, and families.  
  • Confirm that drills were completed and documented.  

5. Conduct a full building walkthrough.  

  • Inspect hallways, stairwells, and entrances for clutter or hazards.  
  • Check lighting in classrooms, hallways, parking lots, and outdoor areas.  
  • Verify that signage (exit signs, room numbers, emergency maps) is visible and accurate.  
  • Look for leaks, water damage, or structural concerns.  
  • Ensure playgrounds and athletic areas meet safety standards.  

6. Test all emergency and communication systems. 

  • Test fire alarms, extinguishers, and suppression systems.  
  • Inspect AEDs, first‑aid kits, and nurse’s office supplies.  
  • Check intercom systems, radios, and classroom communication tools.  
  • Review emergency contact lists and parent notification systems.  

7. Review transportation and traffic safety. 

  • Inspect bus loading zones, car lines, and crosswalks.  
  • Review bus maintenance and safety inspection records.  
  • Evaluate traffic flow patterns for congestion or blind spots.  
  • Confirm crossing guard procedures and staffing.  

8. Evaluate chemical, equipment, and supply management. 

  • Review safety documentation for science labs, custodial closets, and CTE programs.  
  • Inspect chemical storage and disposal procedures.  
  • Check expiration dates on supplies.  
  • Ensure custodial equipment is functioning safely.  

9. Engage students and staff in the process. 

  • Conduct end‑of‑year surveys for staff and students.  
  • Hold safety discussions or focus groups.  
  • Encourage reporting of concerns without fear of blame.  
  • Recognize individuals or teams who contributed to safety improvements.  

10. Set safety goals for the next school year.  

  • Identify top priorities for facility upgrades or procedural changes.  
  • Plan training sessions for staff returning in the fall.  
  • Allocate budget for safety equipment or building improvements. 
  • Establish timelines and assign responsibilities.  

A school’s end‑of‑year safety assessment is more than a checklist; it’s a commitment to protecting students, staff, and the learning environment. By reviewing your school campus now, you set the stage for a safer, more prepared school year ahead.  

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Emergency Preparedness for Support Staff

If you would like to download this information as a PDF, please download here. 

Emergency preparedness is not just the responsibility of teachers and administrators; it is a whole‑campus effort. Custodians, office staff, cafeteria teams, bus drivers, paraprofessionals, and all support personnel play important roles in school safety.  

Why Non‑Classroom Staff Are Essential to Emergency Readiness  

Non‑instructional staff cover the hallways, cafeterias, buses, playgrounds, and front offices, the places where emergencies often begin. Their visibility and relationships with students make them critical to early detection and rapid response.  

Key reasons your role matters:  

  • You see patterns teachers may not: changes in student behavior, unsafe conditions, or escalating conflicts.  
  • You often supervise large, unstructured spaces where incidents can unfold quickly.  
  • Your calm presence can stabilize a situation before it becomes an emergency.  

Know Your Role in Each Emergency  

Every staff member should know what to do during:  

  • Evacuations (fire, gas leak, environmental hazard)  
  • Shelter‑in‑Place (weather, air quality, nearby police activity)  
  • Lockdown / Secure situations  
  • Medical emergencies  
  • Behavioral or emotional crises  

For each scenario, your district should provide:  

  • Where you report  
  • Who you communicate with  
  • How you assist students  
  • What equipment or keys you need  
  • What not to do  

Front Office Staff  

Front office teams are the first point of contact for visitors and often the first to receive emergency calls.  

Key responsibilities include:  

  • Verifying visitor identity and following check‑in protocols  
  • Knowing how to initiate emergency notifications  
  • Staying calm during parent inquiries or high‑stress moments  
  • Maintaining updated emergency contact lists  
  • Understanding how to discreetly alert administrators if something feels unsafe  

Custodial Teams  

Custodians are essential for both prevention and response.  

Your emergency readiness includes:  

  • Identifying hazards (blocked exits, spills, broken equipment)  
  • Knowing shut‑off locations for water, gas, and electricity  
  • Assisting with building evacuation routes  
  • Supporting first responders during real emergencies  
  • Ensuring emergency equipment (extinguishers, AEDs) is accessible  

Custodians often know the building better than anyone. Your knowledge saves time when seconds matter.  

Cafeteria Staff  

The cafeteria is one of the busiest, loudest spaces on campus.  

Your preparedness includes:  

  • Knowing evacuation routes from the kitchen and cafeteria  
  • Recognizing early signs of conflict or distress  
  • Keeping pathways clear for quick movement  
  • Understanding how to secure food prep equipment during emergencies  
  • Supporting students who panic or freeze during drills  

Transportation Teams  

Bus drivers and transportation staff face unique challenges.  

Critical skills include:  

  • Conducting quick bus evacuations  
  • Managing student behavior in confined spaces  
  • Communicating with dispatch during incidents  
  • Handling medical issues while in transit  
  • Knowing how to respond to accidents or road hazards  

Paraprofessionals & Aides  

Paras often work with students who need additional emotional or behavioral support.  

Your emergency readiness includes:  

  • Recognizing triggers and early warning signs  
  • Using de‑escalation techniques  
  • Knowing when to call for help  
  • Staying with students who need extra support during drills  
  • Helping teachers maintain calm and order  

Non‑classroom staff are essential for keeping schools safe. When you know your role, practice your procedures, and stay observant, you make the entire campus safer.  

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Crisis Support Toolkit

The Arkansas Trauma Resource Initiative for Schools (TRIS) provides training and resources to school personnel of K-12 schools in Arkansas to recognize and respond to the impact of trauma on students and staff.  Most recently, the team of trauma experts has created a Crisis Support Toolkit.  Your step-by-step guide to support your school community immediately following a difficult event.  Visit their webpage to learn more.  

https://www.tris-ar.org

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Communicating Safety to Families

If you would like to download this information as a PDF, please download here. 

Families send their children to school with trust, and that trust grows when communication is clear, consistent, and transparent. One of the most powerful ways to build confidence is by proactively sharing how the school is creating a safe, supportive environment. When families understand the “why” and the “how” behind safety measures, they feel more connected, more informed, and more ready to partner with the school.  

Why Safety Communication Matters  

Safety isn’t just about procedures; it’s about relationships. Families want to know that their school is paying attention, planning ahead, and prioritizing student well‑being.  

Thoughtful communication helps:  

  • Reduce anxiety  
  • Build trust  
  • Strengthen family‑school partnerships  
  • Reinforce a shared commitment to student safety  

Clear messaging also ensures that families know what to expect and how they can support safety efforts at home.  

What Families Want to Know  

Before the first day of school, families are looking for reassurance in a few key areas:  

  1. Physical safety measures: This includes secure entrances, visitor protocols, emergency drills, and supervision plans.  
  1. Emotional and mental‑health supports: Families want to know how the school fosters belonging, responds to bullying, and supports students experiencing stress or anxiety.  
  1. Communication procedures: How will the school notify families in an emergency? Who should they contact with concerns? What communication channels will be used?  
  1. Daily routines that promote safety: Arrival and dismissal procedures, hallway supervision, cafeteria expectations, and classroom norms all contribute to a safe environment.  

How to Craft Confidence‑Building Messages  

1. Lead with Transparency  

Families appreciate honesty. Share what the school is doing well and what it is continuing to improve. Transparency builds credibility and shows that safety is an ongoing priority.  

2. Use Clear, Accessible Language  

Avoid jargon. Keep messages straightforward, warm, and easy to understand. Families should walk away feeling informed, not overwhelmed.  

3. Highlight the “Why” Behind Decisions  

Explaining the purpose of safety measures helps families see them as supportive rather than restrictive. For example, “We’ve updated our visitor check‑in process to ensure all students remain secure throughout the day.”  

4. Show How Families Can Partner  

Invite families into the process. Provide guidance on:  

  • Arrival routines  
  • Attendance expectations  
  • Reporting concerns  
  • Supporting emotional well‑being at home  

When families know how to help, they feel empowered.  

5. Communicate Early and Often  

Use newsletters, social media, open houses, and welcome packets to share safety information gradually. Repetition builds familiarity and confidence.  

Safety communication is more than a checklist; it’s an invitation to partnership. When schools communicate openly and consistently, families feel reassured that their children are entering a space where they are seen, supported, and protected. 

Additional Resources 

https://cdn.prod.website-files.com/5d3725188825e071f1670246/68e0012d955a409165eb2734_Communicating%20with%20Families%20about%20School%20Safety%20Drill.pdf

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Checking In on Students’ Mental Health

If you would like to download this information as a PDF, please download here. 

Winter months and transitions from time out of school can often bring added stress, fatigue, and feelings of isolation. By taking time to check in and assess students’ well-being, educators can create a supportive environment that promotes emotional wellness and trust.   

When observing students’ mental health, it is important to look for signs of depression and anxiety.   

Signs of Depression  

  • Persistent sadness   
  • No longer interested in things they used to enjoy  
  • Changes in habits, including eating, sleeping, or daily interactions  
  • Withdrawal   

Signs of Anxiety  

  • Difficulty concentrating due to worrying   
  • Unusually irritable or upset   
  • Fatigue  
  • Restlessness  

When you are observing students for mental health issues, look at the following:   

  • Behavioral indicators in classroom or campus settings  
  • Changes in attendance or engagement  
  • Shifts in mood or behavior  
  • Physical appearance and energy levels  

Educators can have conversations that lead to identifying any mental health issues. It is helpful to ask open-ended questions that emphasize emotional well-being.   

Conversation Starters  

  • How are you feeling about being back after the break?  
  • What’s been the hardest part of returning to school?  
  • Is there anything you need to feel more supported?  

When having conversations with students about their mental health, keep in mind the following tips:  

  • Ensure privacy during conversations.  
  • Avoid judgmental language.  
  • Respect cultural and personal differences. 

Try This!

Beyond conversations and observations, educators can also be intentional with checking in on students through their procedures. View the links below for examples and templates of different check in methods. 

Elementary Paper Check In: 

https://www.teachingchannel.com/k12-hub/downloadable/student-mental-health-check-in-template/ 

Secondary Google Form: 

https://docs.google.com/forms/d/1ldLI3Mq54QcZh5p6cpXFhYfv3YCMqYZ32ZsZ1A4JYjw/copy 

Reference 

Centers for Disease Control and Prevention. Anxiety and depression in children. https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html  

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Bystander Intervention – Turning Bystanders into Upstanders

If you would like to download this information as a PDF, please download here. 

As educators, you play a vital role in shaping safe, inclusive learning environments where every student feels seen, heard, and protected. Taking action not only helps prevent the escalation of harmful behavior but also provides meaningful support to victims. By modeling and teaching these principles, you contribute to building safer communities both inside and beyond the classroom. 

What is a bystander? 

A bystander is a person who witnesses an unsafe or problematic situation and can affect the situation by their actions. Bystanders often do not intervene. 

What is an upstander? 

An upstander is a person who notices a situation and chooses to act in a way that could stop the situation or positively impact the victim and overall outcome. 

Educators can encourage students to become upstanders instead of just bystanders.  

Common Barriers to Bystander Intervention 

There are many reasons that students choose to not intervene in bullying or harmful situations.  

Some of these reasons are: 

  • Social backlash of intervening  
  • Fear of not being taken seriously by others  
  • Believing that it is not their responsibility to intervene  
  • Believing someone else will intervene  
  • Desire to avoid conflict 
  • Viewing the perpetrator as having high status 
  • Not intervening being seen as normal 
  • Believing that their actions could not impact the situation 
  • Not interpreting a situation as harmful or dangerous 

Teaching Students about Bystander Intervention 

Before teaching students how to intervene, it is important to understand the basic steps and methods typically used in bystander intervention.  

Intervention Steps 

  1. Notice the situation. 
  1. Determine if the situation is problematic. 
  1. Decide to intervene. 
  1. Identify the best way to intervene. 
  1. Actively intervene in the situation. 

Intervention Methods 

  • Disrupt: Interrupt the situation in some way. 
  • Delegate: Ask someone else to help, such as a teacher. 
  • Document: Create evidence for an investigation, such as writing down what people involved say or do. 
  • Delay: Support the victim by helping them or checking in. 
  • Direct: Actively intervene to stop the situation. 

There are many ways to teach students how to intervene.  

1. Build a Supportive Culture – Create an environment where empathy, respect, and responsibility are consistently modeled and reinforced. 

Example: Begin each class with a quick “check-in” activity where students share positive observations about peers, promoting mutual respect. 

2. Model Upstander Behavior – Demonstrate how to respond to conflict, exclusion, or unsafe situations with courage and compassion in everyday interactions. 

Example: If a student is being left out of a group activity, calmly invite them to join and explain why inclusion matters. 

3. Conduct Awareness Campaigns – Use posters, videos, and social media to highlight the importance of speaking up and supporting others. 

Example: Create a school-wide campaign with the slogan “Be the One Who Steps Up” featuring student testimonials and statistics about the impact of intervention. 

4. Teach Safe Intervention – Teach students about the steps and strategies for assessing situations and choosing effective, safe actions.  

Example: Create flowcharts or checklists that guide students through decision-making based on the intervention steps and methods.  

5. Use Discussion Prompts – Facilitate open conversations that encourage reflection and critical thinking about intervention. 

Example: Use prompts like “What would you do if you saw someone being bullied?” or “Have you ever wanted to help but didn’t know how?” to spark dialogue and explore barriers to action. 

6. Practice with Role-Play Scenarios – Engage students in practicing responses to real-life situations involving bullying, harassment, or safety threats. 

Example: Set up small groups where students act out scenarios like witnessing name-calling or exclusion and then discuss different intervention strategies. 

Try This!

Use the following role-play scenario to help students understand and practice bystander intervention. 

Scenario Description: During lunch at school, a group of students is sitting together. One student, Jordan, begins teasing another student, Alex, about their clothes and appearance. The teasing escalates into name-calling and laughter from others at the table. A few students nearby notice what’s happening but don’t say anything. 

Roles: Jordan, Alex, Bystanders, Upstander 

Instructions: Act out the scenario with no upstander. Discuss what could be a helpful intervention. Repeat the scenario with the upstander and the intervention. Discuss the outcome of the intervention.

Reference

American Psychological Association. (n.d.). Bystander Intervention Tip Sheet. American Psychological Association. https://www.apa.org/pi/health-equity/bystander-intervention 

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Age-Appropriate Safety Drills

If you would like to download this information as a PDF, please download here. 

Preparing students for emergencies works best when the information matches their age and emotional needs. Safety drills, when taught calmly and clearly, help students understand what to do without feeling afraid. Just like other everyday safety habits, these routines give children confidence and help them trust that adults are there to keep them safe.  

Younger Grades 

Supporting young children through safety drills begins with creating an environment where the routine feels familiar, predictable, and calm. When students know what will happen and see adults modeling confidence, they are far less likely to feel scared or overwhelmed.  

What Can Young Children Do? 

Children in early elementary grades are still developing their understanding of danger and usually rely heavily on adults during an emergency. They are still able to participate in and understand simple safety practices, such as:  

  • “Get Out” – leaving the classroom or building when asked  
  • “Hide Out” – staying out of sight, turning off lights, and remaining quiet  
  • “Keep Out” – understanding that adults may lock or block doors to keep danger away  

These concepts should be taught gently and simply, reinforcing that adults are in charge of keeping everyone safe.  

Age-Appropriate Supports for Younger Grades 

Use Simple Language and Visual Supports  

Younger students respond best to straightforward, concrete instructions. During drills, teachers can focus on cues such as:  

  • “Stay quiet.”  
  • “Follow your teacher.”  
  • “Find a safe spot.”  

Visual aids, such as pictures, icons, or short videos, can help children understand what to do without feeling overwhelmed.  

Keep Explanations Brief and Reassuring  

For young learners, long or detailed explanations can create unnecessary stress. A simple statement can go a long way, such as:  

“Today we’re practicing a safety drill. The teacher’s job is to keep you safe. We’ll practice sitting still and being as quiet as we can while we listen for directions.”  

This approach keeps the tone calm and the fo 

Prepare for Common Questions   

It can be helpful to know some of the questions children often ask and simple ways to respond:  

  • What is a safety drill?  
    It’s a practice that helps us know what to do if someone who shouldn’t be at school is nearby.  
  • Why do we have to do this?  
    Our job is to keep you safe, and practicing helps us do that.  
  • Why do I have to be quiet?  
    Being quiet helps us hear important directions.  
  • When will it be over?  
    Most drills only last a few minutes, and adults will tell us when it is finished.  

These responses can be adapted to each child’s age, temperament, and emotional needs.  

Help Families Join the Conversation  

Families play an important role in helping children feel comfortable and informed. Schools can support families by offering resources that explain drills in a calm, reassuring way. These materials might include discussion tips, sample phrases, or short explanations of what safety drills look like at school.  

Adults can also remind children that practicing safety is something we already do in everyday life, such as wearing helmets, buckling seatbelts, washing hands, and looking both ways before crossing a street. Safety drills are simply another way we take care of ourselves and each other.  

Older Grades 

As students grow older, their ability to make sense of safety procedures and to respond to them appropriately increases significantly. Middle and high school students may be capable of carrying out practiced safety actions on their own, without needing step‑by‑step direction from adults.  

What Can Older Students Do? 

Older students typically show a higher level of automaticity during drills. With repeated practice, they may learn to:  

  • Respond quickly and appropriately to familiar safety cues  
  • Apply safety skills in different types of situations  
  • Adapt their actions based on the scenario and information given  

Age-Appropriate Supports and Information for Older Grades 

Unlike younger children, older students can usually handle more detailed explanations about why drills exist and what kinds of dangers they are designed to address.   

Schools may choose to:  

  • Offer more specific discussions about situational awareness  
  • Explain the purpose behind different safety responses  
  • Use more realistic examples during lessons or training sessions  

This approach helps students feel informed and capable while still maintaining a supportive and controlled learning environment.  

Balance Realism with Reassurance  

Even though older students can manage more complexity, maintaining a thoughtful, calm tone remains essential. These conversations should empower students and help them understand that preparedness is about being aware and ready rather than being afraid.   

No matter the grade level, safety drills are most effective when they’re simple, supportive, and age‑appropriate. Younger students need clear, calm guidance, while older students can handle more independence and detail. By being prepared, educators can make sure every child feels prepared and protected.  

References 

Sigrist, G. (2024). Emergency Drills 2.0: How to Make School Safety Drills More Effective and Less Traumatizing | Safeguard Risk Solutions, LLC. Safeguard Risk Solutions, LLC. https://safeguardrisksolutions.com/emergency-drills-2-0-how-to-make-school-safety-drills-more-effective-and-less-traumatizing/  

‌Stay Safe Procedures in Early Childhood Programs. Office of Head Start National Center on Health, Behavioral Health, and Safety. https://headstart.gov/sites/default/files/pdf/03202-stay-safe-procedures-eng.pdf 

‌Developmental Levels of Safety Awareness. Safe and Sound Schools. https://d12b1c87-439e-47fd-8767-5821f38c7b68.usrfiles.com/ugd/d12b1c_e6ac755db5bb4caa821015efc78b0fb5.pdf 

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Actionable Tips to Kickstart Your School Safety Resolution

If you would like to download this information as a PDF, please download here. 

Every year, people across the world set goals to make the new year better than the last from getting healthier to learning a new skill. But what about school safety? As 2026 begins, it’s the perfect time to reflect on the last year and how you can create a safer environment for your students, staff, and community.   

When reflecting on the past year or semester, consider the following questions:   

  • What steps have you already taken to improve safety?  
  • Are existing protocols being followed consistently?  
  • Do staff and students feel safe and informed?  
  • What areas still feel vulnerable (physical spaces, digital security, emergency preparedness)?  
  • Is there a need for refresher courses or new drills?  
  • Are emergency alerts and safety instructions clear and accessible?  
  • Are there resources for students and staff to feel emotionally safe?  
  • Are there new technologies or strategies worth adopting?  
  • What short-term and long-term goals can you set for safety enhancement?  

Whether you are wanting to improve safety in your classroom, your school, or your overall school district, there are steps you can take now to begin working toward your goals.  

Classroom Level Goals  

Goal 1: Secure Your Classroom Environment  

Steps:   

  • Keep classroom doors locked during instruction.  
  • Position furniture to avoid blocking exits.  
  • Post emergency procedures near the door.  

Goal 2: Build Student Awareness  

Steps:   

  • Review safety protocols with students monthly and discuss their importance.  
  • Practice age-appropriate drills (fire, lockdown).  
  • Encourage students to report concerns anonymously.  

Goal 3: Support Mental Health  

Steps:   

  • Create a calm corner for students feeling overwhelmed.  
  • Learn warning signs of stress or crisis.  
  • Share mental health resources with families. 

Try This!

Use these discussion prompts with students   

Before or After a Safety Drill:  

  • Why do you think schools have safety drills?  
  • How do you feel during drills, and what can make them easier for everyone?  
  • What can you do to help make drills go smoothly?  
  • Why is it important to take drills seriously, even if they feel routine?  

During Safety Protocol Explanations:  

  • How do safety protocols help keep everyone safe?  
  • Why is it important to stay calm and follow directions during an emergency?  
  • What role does each person play in keeping the class safe during an emergency?  
  • How does following these rules protect not just you, but your friends and teachers?   

School-Level Goals 

Goal 1: Strengthen Building Security  

Steps:   

  • Ensure all exterior doors are locked and monitored.  
  • Install or upgrade security cameras in high-traffic areas.  
  • Implement a visitor management system with ID checks.  

Goal 2: Improve Emergency Preparedness  

Steps:   

  • Update emergency plans and assign staff roles.  
  • Schedule drills for fire, lockdown, and severe weather.  
  • Conduct quarterly safety audits. 

Goal 3: Enhance Communication  

Steps:   

  • Adopt a mass notification system for staff and parents.  
  • Create quick-reference emergency guides for classrooms.  
  • Test communication channels monthly. 

Try This!

When creating a quick-reference emergency guide for classrooms, consider including the following information:  

  • Emergency and key internal contact numbers  
  • Condensed versions of emergency procedures  
  • Communication Protocol – who to contact  
  • Location of emergency kits 

District-Level Goals  

Goal 1: Standardize Safety Policies Across Schools  

Steps:   

  • Develop district-wide safety protocols and training.  
  • Ensure consistency in visitor management and emergency plans.  
  • Provide funding for security upgrades.  

Goal 2: Invest in Mental Health and Crisis Response  

Steps:   

  • Hire or contract mental health professionals for schools.  
  • Offer district-wide staff training on crisis intervention.  
  • Create a centralized reporting system for threats or concerns.  

Goal 3: Leverage Technology for Safety  

Steps:   

  • Implement district-wide emergency alert systems.  
  • Use analytics to monitor safety trends and incidents.  
  • Ensure cybersecurity measures protect student data. 

Try This!

Create a safety walkthrough checklist. Consider including the following questions:   

  • Are all exterior and classroom doors locked during school hours?  
  • Are visitor badges visible and properly logged?  
  • Are emergency maps posted in every classroom?  
  • Are drill logs up to date? 

While considering new goals or continuing to work on previous goals, focus on committing to 2-3 actions to start and build momentum over time. At the end of the school year, reflect on how well those actions are building toward your goal. By the end of 2026, you can build a safer place for students and staff!  

As you set new goals or continue working on existing ones, start by committing to just 2–3 actionable steps. Small, consistent progress creates momentum that lasts. At the end of the school year, take time to reflect on how these actions have moved you closer to your safety goals. By committing to your goals with actionable steps, you can create a safer environment for students and staff in 2026!  

Notice of Federal Funding and Federal Disclaimer

Filed Under: Community Health and Education

Anonymous Reporting System Lessons and Resources

An anonymous reporting system is more than just a new tool; it’s an opportunity to strengthen school culture, empower students, and reinforce the message that everyone plays a role in keeping the community safe. Students of different ages will naturally have different questions, concerns, and levels of understanding, so thoughtful, age‑appropriate instruction is essential. 

The following resources teach students about their role in school safety and how anonymous reporting can be used to help others and themselves.  

Elementary: 

  • How We Keep Each Other Safe – Lesson Plan & Materials 
  • Identifying Scenarios & Helpful Reports – Lesson Plan & Materials 
  • When should I make an anonymous report? – Handout

Middle School: 

  • How We Keep Each Other Safe – Lesson Plan & Materials 
  • Scenario Sort – Lesson Plan & Materials
  • Helpful Reports – Lesson Plan & Materials 
  • When should I make an anonymous report? – Handout
  • How Anonymous Reporting Works – Handout

High School: 

  • How We Keep Each Other Safe – Lesson Plan & Materials 
  • Scenario Sort – Lesson Plan & Materials 
  • Helpful Reports – Lesson Plan & Materials 
  • When should I make an anonymous report? – Handout
  • How Anonymous Reporting Works – Handout

Rolling out an anonymous reporting system is most successful when students feel informed, supported, and empowered. By using age‑appropriate resources and creating space for open conversation, teachers can help students understand that reporting isn’t about getting someone in trouble; it’s about keeping the school community safe, inclusive, and connected. 

Notice of Federal Funding and Federal Disclaimer 

Filed Under: Community Health and Education

Identifying Scenarios & Helpful Reports – Elementary

To view this lesson plan as a PDF, click here. 

Objectives  

Students will:  

  • Recognize key information that helps adults understand problems  
  • Distinguish between helpful information and unrelated details  
  • Demonstrate how adding specific details makes a report clearer  

Materials  

  • Google Slides: Link 

Learning Activities  

Introduction  

  • Ask students: “When you are telling a story, what things might you include?”  

Mini-Lesson  

A helpful report includes:  

  • WHAT happened (a behavior)  
  • WHERE it happened (a place)  
  • WHEN it happened (today, yesterday, recess, lunch, etc.)  
  • WHO was there (if they know)  
  • WHY it’s important (someone could be hurt or needs help)  
  • Keep explanations very concrete and age‑appropriate.  

Activity  

Instructions:  

  • Show students a picture of a scenario in Google Slides. 
  • Discuss each scenario with the class.   
  • Optional: Have students discuss in small groups throughout.   
  • Classify each scenario under one of the categories: Report anonymously, Talk to an adult, Not needed  
  • For the scenarios that students list as anonymous reporting or trusted adult conversation, list pieces of information and have students determine if the different pieces of information are helpful or not needed.   

Guiding Questions:  

  • “Why would this be something we report anonymously?”  
  • “When would talking to a trusted adult be better?”  
  • “Is this situation dangerous, hurtful, or simply annoying?”  
  • “How does anonymous reporting help someone who might be scared to ask for help?”  

Describe:  

  • “Here is a picture. Something is happening. We want to figure out what information helps a grown‑up understand what’s going on.”  

Emphasize: 

  • Reporting is about helping others stay safe, not getting people in trouble.  
  • Anonymous reporting keeps people from feeling embarrassed or scared.  

The scenarios are:    

  • Scenario 1: Students are playing and another student is sad. The sad student is being left out of playing.   
  • Scenario 2: A student bumps into another student and she spills her books. The other student apologizes.  
  • Scenario 3: A student falls while a teacher is not there.   

Discussion  

Discuss:  

  • “What kinds of clues help grown‑ups the most?”  
  • “Why is it good to tell a grown‑up when someone needs help?”  

Optional: Extension for Upper Grades  

  • Provide students with an example scenario and have them write a practice report.   

Notice of Federal Funding and Federal Disclaimer

Filed Under: Community Health and Education

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