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If an emergency does occur, which is statistically unlikely to occur during school hours, teachers, staff, and all students, including those with disabilities, must be prepared to respond.
More than 90% of public schools said they have procedures in place to follow for a variety of emergency scenarios for the 2022-23 school year, according to the National Center for Education Statistics. But due mainly to staff shortages and limited time during the school day, schools are not conducting as many emergency drills and may not be able to address the needs of all students.
For example, only 30% of public schools reported conducting nine or more school evacuation drills during the school year. At the same time, according to NCES, students with special needs made up more than 15% of the public school student population in 2021. Because students with special needs have unique health concerns and challenges, a lack of emergency training can leave students and leaders unprepared to manage a crisis.
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To help all students navigate a crisis successfully, school leaders must identify the needs of students with disabilities and address them while considering each student’s unique challenges and needs. Here are some key strategies schools can use to keep students with disabilities safe during an emergency:
1. Identify students who need extra help during training
Students with disabilities likely have Individualized Education Programs (IEPs) or 504 Plans that already outline the aids and support services they need in school. While these can serve as guidelines during safety drills, it is still important to document specifically what supports a student will need in the event of a crisis.
When we think about helping students during emergency response drills, we typically plan for how we will support individuals with physical disabilities. We often fail to recognize students with “invisible” disabilities, such as anxiety disorders. These disabilities require their own plans. In IEP meetings, it is important to dig deeper and ask parents if the student has additional sensory issues in certain situations. For example, you may need to consider what a student needs if they have to stand outside in the cold for an hour.
Administrators should keep a list of students who need special assistance during drills and know where they are throughout the day. For example, a separate evacuation plan should be implemented if a student who uses a wheelchair is on the third floor of a building. Students who are visually impaired should exit the building earlier to avoid tripping over others. Students who are hearing impaired should have easy-to-read signs and orange vests for all teachers, since they may not always have an interpreter with them. Students with lower cognitive abilities may need to drill more frequently and do the exercises in a less taxing way.
2. Create a personalized contingency plan
While certain student groups may have similar challenges, one size does not fit all in evacuation or student relocation scenarios. During the IEP meeting, discuss and record the details with parents and teachers what supports students need to complete the drill. This discussion should go into greater detail. For example, if a fire alarm sounds, will students need to wear noise-canceling headphones while moving from classroom to classroom? You need to ensure the safety of all students, but at the same time, minimize the trauma they experience as much as possible.
3. Emphasize to parents the importance of student involvement.
Some parents may argue that their children should not attend emergency drills for safety or psychological reasons. It is important to remind parents that if they do not include their children in all drills, they will not be prepared if a real emergency occurs. It is often necessary to ask parents why they do not want their child to participate and reassure them that the goal is to keep their child safe and minimize the stress they experience. This again highlights the importance of building collaborative relationships with students’ parents.
4. Understand what students will need after evacuation
Even when students arrive at a safe location after leaving their classrooms and schools, some students may face unique challenges. Students who rely on feeding tubes will need access to nutritional supplements and accessories. Other students will need EpiPens, insulin, or other medications. During training, school leaders should practice how long it will take to travel from a student’s classroom to the nurse’s office, where these items are kept.
School leaders should work with school nurses to ensure there is documentation of each student’s medical needs, while all students who are confined to a specific area should have access to nonperishable snacks, water, and even sensory tools like fidget spinners.
5. Have a plan for students who are at risk of running away
It’s not enough to evacuate students safely; you must also take steps for children who are at risk of fleeing. Students with autism and other developmental disabilities may find loud noises and unfamiliar environments especially distressing and may want to run away. Working with teachers to identify students with a history of fleeing and preparing positive supports before the drill can help prevent them from doing so. If a student flees or refuses to evacuate during the drill, teachers should practice de-escalation techniques to help calm and redirect the student.
6. Communicate reunification plans
Getting all students and staff to a location that has the tools they need to stay safe and secure is the first step. If a true emergency occurs, you will need a way to tell parents when and where to pick up their children. Accurate contact information for all families, including emergency contacts, should be available digitally in case the school office cannot be reached.
Sharing your reunification plan with parents as you conduct drills can help ease their anxieties. Parents have entrusted the school district with the care of their children and are anxious about what would happen to them in a serious emergency. Don’t be afraid to talk to them and explain, for example, that you will conduct evacuation drills in which you push your child in a wheelchair through a field, and staff will push the child.
7. Conduct emergency drills to identify gaps in your plan
The only way to know if your plan considers the needs of all students is to practice it frequently and include all students. It helps schools make necessary adjustments to their emergency management plans and make them a part of everyday school life for students. Practicing emergency drills according to students’ individual safety plans provides a consistent, predictable framework that reduces anxiety and increases the likelihood that all students will participate successfully in the drills.
By incorporating these strategies and continually implementing training tailored to students with diverse needs, schools can not only prepare their campuses for emergencies, but also foster an environment that promotes inclusion and ultimately contributes to the overall resilience and safety of their entire student body. Addressing the unique challenges faced by students with disabilities in crisis situations reflects a proactive approach to creating a safer and more supportive educational environment for all.
Jamie Sowers is the Director of Clinical Advisory Teams at Blazerworks, which partners with schools to support their school psychology, occupational therapy, speech therapy, and special education departments. Prior to joining BlazerWorks, Jamie served as the Director of Special Education for Santa Fe Public Schools in New Mexico for three years.