What is it about?
Schools across the country have invested heavily in safety plans, equipment, and training to prepare for emergencies like active shooter incidents. On paper, many schools appear well-prepared. But when we conducted real-world safety assessments across dozens of K–12 campuses, a different picture emerged. We tested how these plans and systems actually function in practice—not just whether they exist. In many cases, there were gaps between what schools believed would happen during an emergency and what would likely happen in reality. For example, some emergency communication systems did not reach all areas of campus, including playgrounds or restrooms. Classroom doors could not always be secured quickly from the inside. Safety equipment was present but incomplete or not easily usable. In some cases, even basic details—like how rooms were labeled—could create confusion for first responders. These findings do not suggest that schools are ignoring safety. Instead, they highlight a critical issue: having a plan or equipment in place is not the same as being fully prepared. Improving school safety requires more than compliance or checklists. It requires testing systems under realistic conditions to ensure they actually work when it matters most.
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Why is it important?
School safety decisions are often based on the assumption that if policies, training, and equipment are in place, schools are prepared to respond effectively to an emergency. But this study shows that assumption can be wrong. When systems are not tested under realistic conditions, critical gaps can go unnoticed until a real incident occurs—when there is no time to adapt or correct course. In high-risk, time-sensitive events, small breakdowns—like a door that cannot be locked quickly or a communication system that doesn’t reach part of campus—can have serious consequences. By identifying these gaps before a crisis, schools have the opportunity to move beyond checklists and toward true readiness, where plans are not just in place, but proven to work when it matters most.
Perspectives
This work is rooted in both professional experience and a deeply personal turning point. In the aftermath of the Sandy Hook Elementary School shooting, I realized that my own child was the same age as many of the children who were killed. That moment shifted how I thought about school safety—from an abstract professional issue to something immediate and real. In the years that followed, I participated in school safety assessments across K–12 campuses with a focus on active shooter preparedness. What I consistently observed was a gap between what schools believed would happen during an emergency and what would actually occur in practice. That realization drove this work. This publication reflects more than a single study; it represents over a decade of observing, testing, and questioning whether the systems intended to protect students and staff would function as expected under real-world conditions. The goal is not to criticize schools, but to ensure that preparedness is measured by performance—not assumption.
Catherine Riggs
California State University Northridge
Read the Original
This page is a summary of: Real-world performance gaps in K–12 school security preparedness., Journal of Threat Assessment and Management, April 2026, American Psychological Association (APA),
DOI: 10.1037/tam0000272.
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