School Security: How to Build and Strengthen a School Safety Program

By Paul Timm

School Security: How to Build and Strengthen a School Safety Program, Second Edition emphasizes a proactive rather than reactive approach to school security. Readers are introduced to basic loss prevention and safety concepts, including how to communicate safety information to students and staff, how to raise security awareness, and how to prepare for emergencies. The book discusses how to positively influence student behavior, lead staff training programs, and write sound security policies. This book isn't just for security professionals and will help educators and school administrators without formal security training effectively address school risk.

As school safety challenges continue to evolve with new daily stories surrounding security lapses, lockdowns, or violent acts taking place, this thoroughly revised edition will help explain how to make educational institutions a safer place to learn.

• Includes new tabletop exercises for managing emergencies
• Contains coverage of the new risks commonly facing schools today, from access control to social media
• Presents updated school security resources
• Serves as a comprehensive guide for building an effective security program at little or no cost
• Covers fundamental CPTED concepts
• Addresses bullying, teen suicide, harassment, and dating violence
• Takes a holistic approach to school security rather than focusing on a particular threat or event

• Language: English
• Publisher: Elsevier Science
• Release date: Apr 27, 2021
• ISBN: 9780323853675

Paul Timm

Paul Timm is a board-certified Physical Security Professional and a nationally acclaimed expert in school security. He was named one of the Most Influential People in Security in 2020 by Security Magazine. Paul serves on the Campus Safety Conferences Advisory Board, the Advisory Council for the Partner Alliance for Safer Schools, the ASIS International School Safety and Security Council, and the Illinois Association of School Business Officials Risk Management Committee.

Book preview

School Security

How to Build and Strengthen a School Safety Program

Second Edition

Paul Timm, PSP

Table of Contents

Cover image

Title page

Copyright

Biography

Acknowledgments

1. What is school security?

Introduction

Security is loss prevention

Security's impact on school culture

Stakeholder responses to what is school security?

Conclusion

2. How safe is your school?

Introduction

Loss prevention: proactive security

Making security a priority

A collaborative approach

A comprehensive approach

Financial considerations

Keys to school security

Practices with security consequences

State requirements

Conclusion

3. Developing a plan

Introduction

Documenting practices

Unacceptable uses

Filter

Limited expectation of privacy

Electronic technologies acceptable use agreement

Limitation on school district liability

Consistency with other school policies

User notification

Parents’ responsibility; notification of student internet use

Implementation and policy review

Conclusion

4. Securing your environment

Introduction: coming full circle

Conclusion

5. Influencing behavior

Introduction

Essential outcomes

Defining bullying

The bystander and upstander

Bullycide

Addressing the bullying problem

Bullying prevention programming

The discipline plan

Building a safe school environment

What is cyberbullying?

Sexting

Dating violence, stalking and sexual assault

Conclusion

Appendix A: Sample bullying policy

6. Preparing your people

Introduction

Staff surveys

Student problem indicators

Visitor management

Security awareness

In-service training and annual presentations

Personal crime prevention

Personal safety

Situational awareness

Online training

Motivation

Documentation

Security systems

Emergency preparedness

Substitute teachers and part-time staff

Security personnel

Conclusion

7. Managing emergencies

Introduction

Preparing to get started

Plan content

Plan training and preparedness

The evolution of active shooter procedures

Conclusion

8. Social media risks and solutions

Social media introduction

Messaging services

Addressing social media risks

Law enforcement officers

Students

Conclusion

9. School security resources and conclusion

Introduction

Chapter resources

Book conclusion

Index

Copyright

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Notices

Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.

Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.

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Biography

Paul Timm, Vice President of Facility Engineering Associates, is a board-certified Physical Security Professional (PSP) and a nationally acclaimed expert in school security. He was named one of the Most Influential People in Security in 2020 by Security Magazine. In addition to conducting numerous vulnerability assessments and his frequent keynote addresses, Paul is an experienced School Crisis Assistance Team volunteer through the National Organization for Victims Assistance (NOVA). He serves on the Campus Safety Conferences Advisory Board, the Advisory Council for the Partner Alliance for Safer Schools, the Illinois Association of School Business Officials Risk Management Committee, and the ASIS International School Safety and Security Council. He is certified in Vulnerability Assessment Methodology (VAM) through Sandia National Laboratories and the ALPHA™ vulnerability assessment methodology. Paul holds a Master of Arts in Biblical Studies from Moody Theological Seminary.

Acknowledgments

First and foremost, I thank God for seeing me through this second edition writing process.

The book has been a true family effort. Most of the groundwork, the rigor and discipline, was developed by my dad, the late Ron Timm, CPP. My son, David Timm, made a significant contribution in the social media chapter. My mom, Karen Timm, was helpful in editing. My other children, Joshua, Bethany and Amanda, encouraged me along the way.

I also valued the violence prevention writing contributions, in both editions, of experts Sheri Jacobs and Robin Hattersley. Special thanks to Bairet Bazemore, James Marcella, Rebecca Bolante, Kaz Young, Nick Chernoff, Lori Greene, Ken Cook, Kevin Wren, Parry Aftab, and Alan Walters for assisting me with content.

1: What is school security?

Abstract

This chapter answers the question, what is school security? It begins with a true and humorous story about what security is NOT. It then attempts to define school security in order to build a foundation upon which the rest of the chapters will be built.

Keywords

School security; Loss prevention; School safety; Students; Multi-tasking; Social media

Introduction

Chicago boasts two major airports–O’Hare International Airport and Midway International Airport. As a frequent traveler, I benefit from both an economic and a scheduling standpoint to have air travel options. I prefer Midway Airport to O'Hare Airport. Due to its smaller size, Midway experiences fewer delays and cancellations. On the other hand, Midway's airlines do not offer flights to as many places as O'Hare. I encountered that reality after being asked to provide a security seminar for a school district in West Virginia several years ago. The only direct flight to my destination was through O'Hare. When I arrived at the airport in the late afternoon on the day before the seminar, weather reports were calling for severe thunderstorms. Shortly before boarding the plane, O'Hare's public address system announced that the National Weather Service had issued a tornado warning for the airport vicinity. Although we did not have to wait in the designated tornado shelter area much longer than 60   min before the warning was lifted, all flights in and out of the airport that evening were canceled. I called the school district contact in West Virginia and informed him that I had been rebooked for the first flight out the next morning. Any delay to that flight could result in a late arrival to my own seminar. Not surprisingly, the flight the next morning was indeed delayed. In fact, by the time I actually walked into the auditorium filled with hundreds of staff members, I was 15   min late!

I rushed into the auditorium with my own laptop and began to set up the PowerPoint presentation. With all eyes upon me, that few minutes of pushing buttons, plugging cords, and syncing systems began to feel like an eternity. In the midst of my panicked efforts, one of the teachers in the audience approached me with the hope of engaging me in a conversation. As you can imagine, I was not feeling very talkative at that moment. Her part of the dialog went something like this, Oh Mr. Timm, I'm so glad to have you here to speak on this topic. Our district has lots of security problems. I've been telling them what to do but, even though I know more about security than anyone else in the county, no one will listen to me. So, maybe they'll listen to somebody from the outside. My part of the dialog consisted mostly of preoccupied head nods and saying uh huh. Pretty soon, my lack of participation frustrated her to the point that she finally demanded, Mr. Timm – Don't you want to know why I know more about security than anyone else in the county?!? Now, quite frankly, at that moment I was not very interested to know, but I diplomatically invited her to tell me anyway. Without hesitation, she stated, Because I've never missed an episode of CSI! That true story illustrates the fact that many stakeholders involved in the school security discussion may not have an accurate frame of reference, understanding, or concept of school security.

Security is also NOT …

People can have the wrong idea about the meaning of security. In addition to the humorous introductory example, I have encountered several other vantage points that miss the mark to varying degrees. The following groups demonstrate additional misconceptions regarding school security.

The safety activists

Safety activists tend to possess strong personalities and persuasively advocate for oversimplified beliefs. They make assertions such as All security problems are the result of mental health issues and Schools would be safe if staff members had the right to carry firearms. Typically well-intentioned, these stakeholders want their ideas adopted now. While there is definitely a place for personal beliefs to be shared and discussed, an effective security program depends on knowledge, collaboration, accountability, and prudence. If strong opinions alone lead the decision-making process, the result will be a security program that is – at best – less than comprehensive or – at worst – ineffective.

The security relativists

Security relativists have seen or heard about security measures adopted by other entities and assume those measures must be universally effective. They make confident declarations, such as District X decided to install vaping detection systems, so we should do the same or Airports use metal detectors on everyone, schools should use them too. Security relativists can also wield strong personalities and frequently want immediate action. Do not yield to this kind of pressure. Specific applications and circumstances determine the effectiveness of security measures and practices. Research and implement best-practice solutions conducive to your needs. Collaborate with nearby districts and related entities but make you own determinations on how to reduce risk and prepare for emergencies. If granted permission to lead the charge, security relativists can blaze a trail toward financial and operational regrets.

The quick fixers

Beware of persons possessing a reactive mentality that demands quick fix solutions such as thermal imaging, contraband detectors or bullet-resistant glass. These quick fixers want something implemented now, no matter the cost. But haste can lead to buyer's remorse. It is important to understand that effective school security is never accomplished through product-driven solutions alone. The value of security products and systems is determined by people and practices. In fact, products and systems play a complementary role to the real star of the show: people-driven solutions. Do not buckle under pressure. Maintain a course that is comprehensive and collaborative.

The officer advocates

Officer activists believe that school security rests solely on the shoulders of local police, a School Resource Officer (SRO), in-house safety monitors, or contract security personnel. This group wants to place sole responsibility for providing a safe learning environment on those assigned to that task. Police/Security officers, however, cannot be omnipresent and often operate in a responsive, or reactive, mode. When an alarm sounds after a break-in, for instance, officers are dispatched to investigate the scene. Without slighting the importance of police/security officer activities or disputing their primary involvement in school security matters, an effective security program depends on a school-wide culture of awareness and ownership. Routinely express appreciation for the efforts of officers but do not imagine that they can successfully carry the security program without the assistance of others.

The crisis confused

The crisis confused have adopted the mistaken notion that the term school security refers to possessing an emergency operations plan (EOP). Members of this crisis confused club might have helped in the development of emergency procedures or participated in crisis team meetings. To continue underscoring the importance of a preventative approach, however, it should be noted that a crisis management plan is not a security plan. Most states require schools to maintain a crisis management plan comprised of written emergency procedures. These procedures can greatly assist in mitigating or lessening the impact of crises. In fact, Chapter 7 of this book (Managing Emergencies) details ways to enhance significantly the emergency preparedness component of your security program. But emergency plans alone do not sufficiently address the protection of students and staff. The following chapters will demonstrate a comprehensive approach to school security that relies on contributions from areas such as violence prevention programming and staff training.

The past performers

Past performers believe that yesterday's school security solutions also apply today. They will utter phrases such as, We used to make the boy that started the fight wear a pink shirt in school all day and After a theft, we would require all the students to stay after school until someone confessed or snitched on the thief. While some crime prevention principles are timeless, today's school security issues cannot be oversimplified. Past performers can also romanticize historical tactics as being more effective than they were. Instead, school administrators should seek collaborative, evaluation-based solutions. Some of the most effective solutions will be recommended by those who have no knowledge of the past – students!

Security is loss prevention

Security is loss prevention. How can we protect (i.e. prevent harm to) students, staff and visitors? The purpose of this book is to establish a clear foundation for school security and build on that loss prevention foundation with appropriate measures and practical strategies. There will also be a section devoted to helpful resources.

The term loss prevention is most often associated with the retail sales industry. Retail companies attempt to preserve profits by reducing preventable losses. Preventable losses include theft, vandalism and other criminal behaviors. Four elements are necessary for a successful loss prevention plan: (1) Total support from top management, (2) A positive employee attitude, (3) Maximum use of all available resources, (4) A system which establishes both responsibility and accountability for loss prevention through evaluations that are consistent and progressive. ³ Effective school security also depends on those four elements, as well as some additional components. Chapter 2 (How Safe is Your School) will provide a more detailed view of loss prevention as it applies to the school arena.

As a means of whetting your appetite for the upcoming chapters, please take the following security pop quiz. Once completed, consider asking staff members to do the same.

1. What is your primary means of emergency communication?

2. Excluding code-driven requirements such as fire extinguishers, First Aid kits, and Automatic External Defibrillators (AEDs), what emergency supplies does your school have?

3. What does your documented social media practice address?

4. How many video surveillance cameras does your school have and give some examples of places they are located?

5. What is an ICS structure?

6. What are the main tenets of your documented dating violence policy?

7. Outside of the classroom or school building, how do teachers and staff correspond with students?

8. Which exterior door in your school is most often propped open?

9. What is the most important security product?

10. How effective is your bullying prevention program?

Answer key:

1. Acceptable answers include landline telephones, two-way radios and intercom systems. Interestingly enough, cellular phones are probably not an acceptable answer. Most staff members feel so attached to personal cellular phones that they assume these devices would be the best option in an emergency. Cellular phones, however, have numerous potential drawbacks: phones may not be powered on, signal strength may be poor, batteries might not be adequately charged, etc. Even if none of those issues occur in an emergency situation, phones must be unlocked, individual numbers must be dialed, and calls must be answered by another individual. Contrast the functionality of a cellular phone with that of the best answer – a two-way radio. These devices offer one-button, immediate communications with a number of individuals who are already in the vicinity. Because it can be impractical to provide all staff members with two-way radios, other acceptable answers include landline telephones and intercom system call buttons.

2. Emergency supplies consist of those items that may be essential during an incident that results in an evacuation, lockdown or extended shelter-in-place. Specific items include flashlights, thermal blankets, trauma kits, bullhorns, and drinking water. Some schools refer to the bundling of these supplies in one container as Go Kits or Classroom Emergency Backpacks. Consider the quantity of supplies that will be sufficient and determine where the kits or backpacks will be kept. Obviously, an emergency supply container that is kept in one location presents a level of risk that containers kept in multiple locations effectively reduces.

3. A documented social media policy should address components such as prohibiting the online sharing of student information and data (i.e. test scores), maintaining separate professional and personal email and Facebook accounts, instruction regarding appropriate online behavior, monitoring of professional social media sites, and guidance regarding personal social media sites.

4. The school-dependent answer will reveal how much knowledge individuals possess about your video surveillance system. This kind of knowledge is anything but trivial. Educated staff members tend to make a greater personal investment in the safety program. Areas that cameras cover generally afford greater levels of protection. People feel safer parking vehicles and walking through passageways that have camera coverage.

5. ICS is an acronym for Incident Command System. The ICS structure is a basic component of the National Incident Management System (NIMS). Incident command is an organizational system designed to help you manage any incident using the same structure and skills.¹ The Federal Emergency Management Agency (FEMA) developed an online, 100-level course that can be accessed free of charge at https://training.fema.gov/is/courseoverview.aspx?code=IS-100.c.

6. The policy should have components such as a statement that dating violence will not be tolerated, violence reporting procedures, instruction for school employees, prevention education for students, parents'/students' rights, discipline procedures for students who commit violence at school, and contact information for and resources available through domestic violence programs and rape crisis programs.

7. It has become increasingly more common and socially acceptable for teachers and coaches to correspond with students via electronic communications and social media. Many parents are understandably concerned about private communication between their children and school staff members. Allegations of inappropriate correspondence, and even exploitation, are rising rapidly. As a result, the state of Virginia was the first to enact a law banning all correspondence between staff and students that is not school sanctioned. In other words, staff utilization of privately chosen systems, such as Gmail or a private social media account, is strictly prohibited. Establish clear boundaries. Document and disseminate related policies.

8. The access control practice of keeping exterior doors closed and locked often gets defeated by students and staff who prop doors open for the sake of convenience. Granted, most individuals would never rationally decide to trade building security for personal convenience, but this is exactly what takes place when exterior doors are propped and left unmonitored. Common responses include the recess/PE door, delivery door and parking lot door.

9. This answer is not subject to debate. The most important security product is a functional communications device. Murphy's Law dictates that without a functional communications device, an emergency will occur when 1) there is no way to contact someone for assistance or 2) you are in a place that cannot receive the warning announcement.

10. An effective bullying prevention program observes students throughout the day; tracks bullying behaviors; performs surveys with teachers, students and parents; reviews current policies with administrators and staff; and promotes a positive culture.

Today's student

Reorient your perspective on school security. School is different today. Students are different. The advent of COVID-19 presented an entirely new and unprecedented level of different. Anxiety among the student population was already increasing as evidenced by a 2013 Psychology Today article that asserted, The average high school kid today has the same level of anxiety as the average psychiatric patient in the early 1950's. ² Add social-distancing restrictions and enforced isolation to the recipe and there is no question that students have been impacted. Experts who study the effects of social isolation found that it can lead to higher rates of anxiety and depression. According to one study, The investigators found young people were as much as 3 times more likely to develop depression in the future due to social isolation, with the impact of loneliness on mental health lasting up to 9 years later. ⁴ A higher level of anxiety translates into a higher level of risk.

Today's students also face new threats. Social media risks abound. Never before have students been more connected and more isolated. In May of 2018 the Pew Research Center reported, smartphone ownership has become a nearly ubiquitous element of teen life: 95% of teens now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis. ⁵  https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/#vast-majority-of-teens-have-access-to-a-home-computer-or-smartphone. The prevalence of social media and handheld electronic devices has introduced unprecedented, immediate and far-reaching problems.

Issues that students face: empowerment

Not only do students feel empowered, they are empowered. They have virtually unlimited access to information and proficiency with the use of technology. They understand some of the strategic advantages they hold over adults. E-learning blunders associated with the early days of COVID-19 only served to reinforce that understanding.

Students, especially those in high school, are also more socially conscious than ever before. They have participated in, if not led, local demonstrations. Foster a tone of acceptance for creative measures they pursue to promote social causes. Create forums and opportunities to engage in dialog before actions, such as planned walkouts and protests, occur. When possible, affirm peaceful expressions and consider relaxing school policies. Access your resource of wisdom to interact with their levels of knowledge.

Issues that students face: immediacy

For generations, students have cared too much about social standing relative to their peers. They will go to great lengths to avoid feeling inferior. The pressure to compete socially is nothing new, but the battlefield has changed dramatically.

Just a few short years ago, the drive to keep up was expressed in terms of hardware. Students wanted the latest phone, the latest music player, the latest television. In today's world, the technology arms race is expressed in terms of software. A constant wave of new apps that can be downloaded immediately over Wi-Fi to your phone or electronic device make it nearly impossible to compete with peers. Impossibility does not seem to deter students. They simply live in a different, faster world. Students' lives are ruled by immediacy.

When something exciting happens to a student, the first response is to document it. A photo or video is taken and shared, a status is posted, and texts are sent. The moment itself is not fully appreciated until the student's ecosystem of social networks is made aware of it. The moment itself is not truly a success until it is liked or otherwise affirmed. This may seem strange and foreign to adults, but it is simply a reality for today's students.

Teachers and administrators would love for all students to put their phones away and pay attention at all times. We have reached a point where that expectation is no longer realistic.

Issues that students face: single tasking

The current generation of students may be the best multi-taskers to have ever walked the planet. Stop and observe students in their daily routines. They are engaged in video calls while they are binge-watching television series. They are browsing through photos while they are ordering food delivery. When students are talking to you, they are probably talking to someone else, too. Today's generation multi-tasks with ease because they are programmed that way.

Prohibiting students from multi-tasking in a classroom setting presents a significant challenge. The traditional classroom environment was designed for single-tasking. Teachers face significant obstacles in attempting to address this tension. They face a room full of students who have full-time access to any form of entertainment they could possibly imagine and, at the same time, must focus the attention of those students on a single subject, such as Biology, for an entire class period.

Many people