In light of the awful, terrible shooting tragedy at Sandy Hook Elementary School in Newtown, CT, this is how the local schools in Ladue and Frontenac are handling security for their students, staff and administration.
Ladue’s Communications Director Susan Dielmann reports Ladue Schools have been secured behind electronic doors ever since Prop K passed in 2007, giving them funds to finish that project.
“Our parents, families all know no one enters the building without first being buzzed in by security. Our staff has keys and cards to gain entry from the outside. Parents and other visitors must first check in with the front office then wear badges when traveling through any of our buildings.”
Dielmann said the shooting in Connecticut is just the worst of the worst. “None wants anything like this to happen to the children, especially on their watch,” she said.
Ladue has television cameras positioned to watch virtually every entry and exit point in their various buildings.
The Ladue High School’s front door is left unlocked during school hours. “Obviously if any stranger is in our hallways, we will see that right away,” she said. The main office is glassed in, with the receptionist able to see everyone coming and going.
Here’s what other schools have done to guarantee the safety of their school community.
Bob Carr, the Director of Finance and Operations had this to say about the tragic events and the security on the sprawling Villa Duchesne-Oak Hill Campus.
“We are praying today for the families at Sandy Hook Elementary School. At Villa Duchesne and Oak Hill School, the safety of our students is paramount. Doors are electronically secured; visitors must register with a receptionist; and off-duty Frontenac police officers patrol the campus,” said Carr.
Community School in Ladue
Mathew Gould, head of school expressed his deepest sympathy to those who survived this tragedy. "This is a very sad, unimaginable thing that involves such fragile lives. Our prayers go out to all those families involved," said Dr. Gould.
Community School has just one drive off Clayton Road. "That can be a blessing and a curse. We know from quite a distance who is approaching us. We think that helps our overall security."
Everyone at Community is trained to deal with strangers. "We have written documents outlining our security and we practice everything from earth quake and tornado drills to intruders on campus," said the head of school.
St. Joseph's Academy
The school in Frontenac is another one not easily approached from the street. There is just one way in and out from Lindbergh Boulevard. Sr. Pat Dunphy, princiipal limited her response to a few well chosen words: "We have a security plan in place," she said.
Andy Abbott, Head of School stated it this way: "We do review our procedures on a yearly basis for all types of situations as an administration and then we practice them with the student body. The safety of our students is our primary concern at all times. We will have our counseling team available all of next week to meet with students and parents."
Lisa Lyle, MICDS Head of School shared this message 'talking to children', something she has already shared with her own school community:
Talking to Children About Violence: Tips for Parents and Teachers
High profile acts of violence, particularly in schools, can confuse and frighten children who may feel in danger or worry that their friends or loved-ones are at risk. They will look to adults for information and guidance on how to react. Parents and school personnel can help children feel safe by establishing a sense of normalcy and security and talking with them about their fears.
Reassure children that they are safe. Emphasize that schools are very safe. Validate their feelings. Explain that all feelings are okay when a tragedy occurs. Let children talk about their feelings, help put them into perspective, and assist them in expressing these feelings appropriately.
Make time to talk. Let their questions be your guide as to how much information to provide. Be patient. Children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. Some children prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.
Keep your explanations developmentally appropriate.
Early elementary school children need brief, simple information that should be
balanced with reassurances that their school and homes are safe and that adults are there to protect them. Give simple examples of school safety like reminding children about exterior doors being locked, child monitoring efforts on the playground, and emergency drills practiced during the school day.
Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what is being done at their school. They may need assistance separating reality from fantasy. Discuss efforts of school and community leaders to provide safe schools.
Upper middle school and high school students will have strong and varying opinions about the causes of violence in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. Emphasize the role that students have in maintaining safe schools by following school safety guidelines (e.g. not providing building access to strangers, reporting strangers on campus, reporting threats to the school safety made by students or community members, etc.), communicating any personal safety concerns to school administrators, and accessing support for emotional needs.
Review safety procedures. This should include procedures and safeguards at school and at home. Help children identify at least one adult at school and in the community to whom they go if they feel threatened or at risk.
Observe children’s emotional state. Some children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can indicate a child’s level of anxiety or discomfort. In most children, these symptoms will ease with reassurance and time. However, some children may be at risk for more intense reactions. Children who have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Seek the help of mental health professional if you are at all concerned.
6. Limit television viewing of these events. Limit television viewing and be aware if the television is on in common areas. Developmentally inappropriate information can cause anxiety or confusion, particularly in young children. Adults also need to be mindful of the content of conversations that they have with each other in front of children, even teenagers, and limit their exposure to vengeful, hateful, and angry comments that might be misunderstood.
7. Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but don’t push them if they seem overwhelmed.
Suggested Points to Emphasize When Talking to Children
Schools are safe places. School staff work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.) to keep you safe.
The school building is safe because ... (cite specific school procedures).
We all play a role in the school safety. Be observant and let an adult know if you see or
hear something that makes you feel uncomfortable, nervous or frightened.
There is a difference between reporting, tattling or gossiping. You can provide
important information that may prevent harm either directly or anonymously by telling a
trusted adult what you know or hear.
Don’t dwell on the worst possibilities. Although there is no absolute guarantee that
something bad will never happen, it is important to understand the difference between the
possibility of something happening and the probability that it will affect our school.
Senseless violence is hard for everyone to understand. Doing things that you enjoy,
sticking to your normal routine, and being with friends and family help make us feel better
and keep us from worrying about the event.
Sometimes people do bad things that hurt others. They may be unable to handle
their anger, under the influence of drugs or alcohol, or suffering from mental illness. Adults (parents, teachers, police officers, doctors, faith leaders) work very hard to get those people help and keep them from hurting others. It is important for all of us to know how to get help if we feel really upset or angry and to stay away from drugs and alcohol.
Stay away from guns and other weapons. Tell an adult if you know someone has a gun. Access to guns is one of the leading risk factors for deadly violence.
Violence is never a solution to personal problems. Students can be part of the positive solution by participating in anti-violence programs at school, learning conflict mediation skills, and seeking help from an adult if they or a peer is struggling with anger, depression, or other emotions they cannot control.
NASP has additional information for parents and educators on school safety, violence prevention, children’s trauma reactions, and crisis response at www.nasponline.org. ©2006, National Association of School Psychologists, 4340 East West Highway #402, Bethesda, MD 20814