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Description

School shooting drills have become a standard component of school safety procedures in U.S. K–12 education, yet their psychological effects remain under-researched. This literature review synthesizes findings from 39 studies published between 1999 and 2025 to describe patterns in how students and teachers experience these drills across grade levels and drill types. Across the literature, anxiety and fear were the most frequently examined student outcomes, while teachers commonly reported stress, concerns about developmental appropriateness, and increased emotional labor during drills. Lockdown procedures were most frequently examined in the reviewed studies, with less research addressing ALICE, Run–Hide–Fight, and simulation drills. Few studies examined long-term psychological outcomes or the effects of drill realism, leaving important gaps in understanding the psychological impact of school shooting drills on students and teachers. Overall, the literature demonstrates considerable variability in research methods, reporting, and how drills are implemented across schools. The review underscores the need for future studies to use consistent measures, examine developmental differences, and contribute to the development of trauma-sensitive practices in schools.

Publisher Location

Las Vegas (Nev.)

Publication Date

Fall 11-21-2025

Publisher

University of Nevada, Las Vegas

Language

English

Keywords

School Shooting Drills; Student psychological responses; teacher experiences; developmental differences; School safety

Disciplines

Psychology | Social and Behavioral Sciences

File Format

PDF

File Size

558 KB

Permissions

Google Drive\Institutional Repository\OUR_OfficeOfUGResearch\Symposia\2025 Fall Symposium

Comments

Mentor: Paul Nelson

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

School Shooting Drills Across Grade Levels: What We Know and Don't Know About Student and Teacher Experiences


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