August 2025 - Minaz Jivraj My Take: Beyond the Drill: Building Truly Inclusive Emergency Preparedness in Pre K–12 Schools

Minaz Jivraj
Aug 9
6 min read

In recent years, the landscape of school safety has shifted dramatically, with emergency drills such as lockdown, hold-and-secure, and shelter-in-place, are now considered essential routines in Pre K–12 schools. These drills are designed to prepare students and staff for a range of potential threats, from violent intruders to environmental hazards. Yet, while the intent is to foster a sense of readiness and security, these well-meaning exercises can inadvertently leave behind some of the most vulnerable members of the school community: students with disabilities.

This article explores the complexities of conducting emergency drills in schools, focusing on the imperative for inclusivity. Drawing on real-world incidents, best practices, and expert guidance, this article examines how schools can ensure that every student, regardless of ability, is protected, prepared, and empowered during emergencies.

Understanding School Emergency Drills

Types of Drills

Lockdown Drills: Activated when there is a threat inside or near the school. All movement is restricted, and students and staff remain in secure locations until the threat is resolved.
Hold and Secure Drills: Initiated when there is a threat outside the school, such as police activity in the vicinity. Exterior doors are locked, but normal activities continue inside.
Shelter-in-Place Drills: Used for environmental hazards like chemical spills or severe weather. Individuals remain indoors with doors and windows closed, and normal operations may continue.

These drills are now standard practice, with most schools required to conduct several each year to comply with local and national safety guidelines.

The Imperative for Inclusive Safety

While emergency drills are crucial for preparedness, they often overlook the unique needs of students with disabilities. Standard protocols may not account for students with mobility challenges, sensory sensitivities, or communication barriers, leaving these students vulnerable during emergencies.

Real-World Consequences

Consider the case of a student with multiple learning disorders who was alone in a separate room during an unannounced lockdown drill. Unaware that it was only a drill, she experienced intense fear, believing her life was in imminent danger. No staff member checked on her during or after the drill, exposing a significant gap in the school’s emergency preparedness for students with special needs. In another incident, a student who uses a wheelchair was left alone because his aide was assisting another student. The classroom was locked, and he was forgotten.

These stories are not isolated. They highlight the urgent need for comprehensive planning that includes all students.

Best Practices for Inclusive Emergency Drills

Ensuring that emergency drills are both effective and inclusive requires thoughtful planning and a commitment to equity. The following best practices are drawn from leading safety organizations, disability advocates, and educational research:

1. Advance Communication

Inform all stakeholders: Notify students, staff, and parents about upcoming drills. Use clear, accessible language tailored to different needs to reduce anxiety and ensure understanding.
Accessible materials: Provide information in multiple formats (written, visual, verbal) to accommodate diverse communication needs.

2. Individualized Emergency Plans

IEPs and 504 Plans: Integrate emergency preparedness into Individualized Education Programs (IEPs) or 504 plans, detailing accommodations and support for each student during emergencies.
Collaborative planning: Involve mental health professionals, disability specialists, and first responders in developing these plans.

3. Staff Training

Comprehensive education: Train all school personnel on the diverse needs of students with disabilities during emergencies. This includes recognizing signs of distress and implementing appropriate interventions.
Role assignments: Designate specific staff members to assist students with disabilities during drills, ensuring they receive the guidance and support needed.

4. Use of Visual Aids and Social Stories

Illustrated guides: Employ tools like illustrated guides or social narratives to help students understand and anticipate drill procedures in a non-threatening manner6.
Step-by-step explanations: Create picture books or visual schedules showing the drill sequence—hearing the alarm, moving to a safe spot, staying quiet, and waiting for an “all clear”.

5. Sensory Considerations

Gradual exposure: Prepare students for loud noises by playing recordings of alarms at low volume and gradually increasing as tolerance builds.
Alternative alerts: Consider using visual signals or vibrating devices for students with sensory sensitivities or hearing impairments.

6. Clear, Repetitive Instructions

Simple language: Use direct, repetitive instructions and visual aids for students who may have difficulty processing complex directions.
Communication devices: Employ augmentative and alternative communication (AAC) devices for non-verbal students.

7. Flexible Participation

Modified drills: Allow students who may experience trauma or severe anxiety to participate in a modified version of the drill, such as observing from a safe location or practicing in a smaller group.
Personalized support: Offer one-on-one practice sessions or the option to use noise-cancelling headphones during drills.

8. Post-Drill Debriefings

Follow-up sessions: Conduct debriefings after each drill to discuss what happened, address concerns, and adjust plans as necessary.
Access to counseling: Monitor students for signs of distress and provide access to counseling or quiet spaces as needed.

Overcoming Challenges: Practical Examples

Sensory Overload: A student with autism spectrum disorder (ASD) may become overwhelmed by the sound of alarms. Gradual exposure, starting with recordings at home and progressing to real alarms at school, can build tolerance.

Communication Barriers: A student with limited verbal skills might struggle to understand instructions during a drill. Using visual aids and simple, repeated language can help bridge this gap.

Mobility Needs:A student who uses a wheelchair requires a designated staff member to assist with safe movement during a drill. Emergency plans should specify accessible routes and ensure that aides are always available.

Anxiety and Trauma:For students with a history of trauma, participating in a full-scale drill may be too distressing. Offering modified participation or advance notice can help reduce anxiety and ensure safety.

Building a Culture of Safety and Inclusion

Inclusive emergency preparedness is not just about compliance; it is about building a culture where every student feels safe, respected, and valued. This requires ongoing commitment from school leaders, educators, parents, and the broader community.

Empowerment Through Education

Teach the “why”: Help all students understand the purpose of drills and the importance of following instructions.
Skill-building: Equip students with self-advocacy skills, encouraging them to communicate their needs during emergencies.

Community Engagement

Parental involvement: Keep parents informed and involved in emergency planning. Encourage them to discuss drills at home and share insights with school staff.
Collaboration with first responders: Involve local police, fire, and EMS in planning and conducting drills. Invite them to visit classrooms so students can become familiar with their presence and uniforms.

Continuous Improvement

Regular review: Continuously assess and update emergency plans based on feedback from staff, students, and parents.
Professional development: Provide ongoing training for staff on best practices in inclusive emergency preparedness.

Conclusion

Effective emergency drills in PreK–12 schools are more than a procedural requirement—they are a moral and legal imperative. By recognizing and addressing the unique needs of students with disabilities, schools can create an environment where every student is prepared and protected. This requires thoughtful planning, clear communication, and a culture of empathy and inclusion.

The goal is not just to check a box, but to ensure that when the alarm sounds—whether for a drill or a real emergency—no student is left behind.

References

PASSK12: A Guide to Effective Lockdown Drills for K-12 Schools
HWDSB: Lockdown, Hold and Secure, Shelter in Place Procedures
National Resource Center for Health and Safety in Child Care and Early Education: Emergency and Evacuation Drills Policy
Understood.org: Accommodations for Lockdown Drills for Kids with Disabilities
Raptor Technologies: Safety Drill Guidance for Students with Autism Spectrum Disorder
Campus Safety Magazine: School Safety Drills for Students with Special Needs
Child Trends: School lockdown drills pose particular challenges (and risks) for students with disabilities
A Day in Our Shoes: What to Do When Your School Shooter Drills Overlook Your Disabled Child
The Washington Post: When disabled kids are left behind in school shooting drills
ADDitude Magazine: School Lockdown and Active Shooter Drills: Traumatic for Neurodivergent Kids
Guest Communications Corporation Blog: School Safety Drills for Students with Special Needs
Lockout USA: How to Address Disabled Student Needs During Lockdown Drills
Coram AI: School Safety Drills - Best Practices and Procedures for 2025

Minaz Jivraj MSc., C.P.P., C.F.E., C.F.E.I., C.C.F.I.-C., I.C.P.S., C.C.T.P.

Disclaimer:The information provided in this blog/article is for general informational purposes only and reflects the personal opinions of the author. It is not intended as legal advice and should not be relied upon as such. While every effort has been made to ensure the accuracy of the content, the author makes no representations or warranties about its completeness or suitability for any particular purpose. Readers are encouraged to seek professional legal advice specific to their situation.