Understanding Educator Perceptions of School-Based Active Shooter Drills: Implications for Firearm-Related Harm Prevention

Abstract

School-based firearm violence is an escalating public health crisis, with active shooter drills increasingly implemented to prepare schools for potential incidents. However, research on the effectiveness and psychological impact of these drills, particularly on educators, is limited. Educators play a critical role in implementing drills, managing return to regular classroom instruction, and supporting students, yet the perspective of educators in enacting drills remains underexplored. The proposed research seeks to understand Michigan-based educator perceptions of active shooter drills, focusing on their effectiveness, psychological impact, and unintended consequences. Through a mixed-methods design, this research uses quantitative surveys (n = 250) and qualitative interviews (n = 25) to explore three key areas: 1) perceived effectiveness of drills in preparing educators and students, 2) emotional and psychological repercussions, and 3) benefits and drawbacks related to firearm injury prevention, with an emphasis on debriefing. Triangulating data sources will help identify strategies to improve drills by aligning them with mental health and trauma-informed practices. By gaining a better understanding of the educator perspectives of active shooter drills, this research has the potential to inform safer, more effective school safety protocols and contribute to the reduction of firearm-related harm. Findings will serve as a foundation for securing additional funding, developing interdepartmental collaborations, and expanding research on this critical issue.