Description

This on-demand panel webinar will feature researchers and practitioners sharing lessons learned from evaluating lockdown drills. The panel will answer questions and share best practices for conducting trauma-informed lockdown drills and discuss how they fit into a comprehensive school safety approach. This webinar is a companion to and continuation of our previously released self-paced training on lockdown drills.

Audience

Principals, teachers, school safety officers, and policymakers

Learning Objectives

• Debate the merit of lockdown drills
• Discuss the need for a standardized set of guidelines for lockdown drills
• Explain methods for making drills trauma-informed
• Discuss how lockdown drills fit in with other school violence prevention strategies

Presenters

Jaclyn Schildkraut, PhD, is an associate professor of criminal justice at the State University of New York (SUNY) at Oswego. A national expert on school and mass shootings, Dr. Schildkraut’s work focuses on the effectiveness of policies aimed at prevention, mitigation, response, and recovery. Since 2018, she has conducted the largest study in the nation on the effects of lockdown drills on school participants and skill mastery, and she consults with school districts to help improve their emergency response plans. Schildkraut is the co-author of three books, including Lockdown Drills: Connecting Research and Best Practices for School Administrators, Teachers, and Parents (2022, forthcoming) and served as the editor for two additional volumes. She also has published more than 30 scholarly articles on topics related to mass and school shootings, as well as school security. Schildkraut’s research and expertise are regularly sought after by local, national, and international news outlets.

Tom Ristoff is the Director of Safety and Security at Syracuse City School District. He completed a 21 year career in law enforcement, where he served as a School Resource Officer, Detective within the Abused Persons Unit, and Community Policing. Since 2018, he has helped partner with State University of New York at Oswego to study the effects of lockdown drills on school participants and skill mastery.

Amanda Nickerson, Ph.D., NCSP, is a professor of school psychology and director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, the State University of New York. Her expertise is on school safety, with an emphasis on understanding, preventing, and intervening with crises, violence, bullying, and abuse, as well as building social-emotional strengths of youth. She has written over 130 publications and conducted over 350 professional presentations. She is a licensed psychologist, nationally certified school psychologist, and fellow of the American Psychological Association. She is also a member of the National Association of School Psychologists School Safety and Crisis Prevention Committee. Dr. Nickerson served as Associate Editor of the Journal of School Violence (2011-2014) and  has been a guest editor for special issues of School Psychology Review and School Psychology. She has co-authored/edited several books, including Handbook of School Violence and School Safety: International Research and Practice (2nd ed.; Routledge) and Lockdown Drills: Connecting Research and Best Practices for School Administrators, Teachers, and Parents (2022, forthcoming, MIT Press).

Requirements for Completion

• View the recorded webinar (Modules > Course Content)
• Pass the course quiz with 80% or higher (Modules > Quiz)
• Complete the survey (Modules > Survey)

Continuing Education Credit

This webinar is offered for an NCSS certificate of completion.

Planning Committee

Jaclyn Schildkraut, PhD; Amanda Nickerson, PhD; Thomas Ristoff; Carolyn Seiger, MA

Sponsor

This project was supported by Cooperative Agreement No. 2019-YS-BX-K001 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the U.S. Department of Justice’s Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for Victims of Crime, and the Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.

Technical Information

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