The planned attack on State High this month has brought school safety to the forefront of everyone’s minds. Situations such as this highlight how the learning environment and small measures play a large role in the school’s security during a crisis.
While staff and students understand the basics of how to react during an event, there is more we can do. We should secure our classroom doors, revisit the security of open classroom environments, and extend emergency drills to cover all class periods and locations to maximize our preparedness for a potential incident in the future.
This scenario has raised concerns among faculty, staff, and students. It has prompted important questions about State High’s approach to the locking of classroom doors, drill procedures, and the security of open classrooms.
Classroom doors create a lot of opinions; whether they are open or closed, locked or unlocked, it’s a tricky balance between access and security.
Sophomore Sofia Tellez offered her opinion on school safety procedures.
“Whenever it comes to the safety of our school, I think that the classroom should be the highest priority. I think that doors should be kept locked just for that sense of extra precaution. I think that this could really reinforce the idea of safety around our school,” Tellez said.
Some may prefer to keep the doors open or unlocked to minimize classroom disruptions. English teacher Christopher Sakmar shared his views on the pros and cons of keeping doors secured.
“Personally, I think it’s convenient to have the door unlocked. But it was actually a few years ago, it was the first time I had a student ask me to have the door locked to make them feel better, and since then, I’ve just continually kept my door locked,” Sakmar said.
To increase security and students’ peace of mind, classroom doors should remain shut and locked. Thankfully, teachers are sympathetic to these concerns.
“I think if it’s a safety measure that students can feel or notice when they look at the door and see the red lock mechanism, that would be something, even if it is inconvenient as far as having students go to the restroom, it’s worth it,” Sakmar said.
Open classrooms offer a unique learning environment, but they do pose a challenge in providing the same level of security as a typical classroom does.
“In an open classroom setting, I definitely feel as if there’s less safety measures and so because of this I think that if there is a safety concern I would be less prepared. Personally, I was also never taught what to do in a situation like this and the fact that I have two open classrooms is a bit concerning,” Tellez said.
Andrew Merritt, a teacher who instructs in an open classroom setting, explained how students adjust to that environment.
“I think initially when [students] come in, and they’ve never been in one…it’s a little worrisome. But as the year goes on, the class every day gets a little easier…I think over time they just get used to it and they realize how closely they can get in and out of rooms if necessary,” Merritt said.
In an open classroom, there’s no place to hide in the event of an emergency, and safety procedures direct students to the nearest classroom.
“It’s really important that anybody in an open classroom talk with the teachers to your immediate right and left, and that they know if we go into lockdown, we’re coming that way. Within seconds, we’re in those rooms. We’ve also done drills where we’ve done it so they understand,” Merritt said.
This system can seem confusing, especially since teachers and students in classrooms are instructed to lock and barricade the doors as quickly as possible. However, these teachers are aware of the need to assist their open classroom neighbors.
“I’m in the corner classroom, so there’s an open classroom right outside. I’ve spoken with the teacher out there, and what I have told them is that if we were in a lockdown drill, I would actually first open my door to let them in and then shut it behind them, and they would kind of split their class between these two classrooms,” Sakmar said.
While the school periodically conducts “Stay-Put” drills, these are often practiced in the same classrooms during the same block. This raises concerns about how to react to a possible threat throughout the school day; every location is different and presents a unique layout.
“I think that I lack the ability to actually act or know what to do in an emergency situation, especially in an open classroom. Again, I was never taught what to do in an open classroom if an emergency were to occur. With all of this in mind, I think that if the class as a whole didn’t practice this, it definitely puts us at risk, and even then it gives us a sense of unawareness,” Tellez said.
It appears that the level of practice may not be consistent across classrooms. Regardless of the need for further training, teachers have confidence in their students’ ability to adapt in a critical situation.
“We have such great kids here, and they understand when it’s serious and when it’s not serious. So I think they would be good, they react well,” Merritt said.
Despite the anxiety and uncertainty created by the recent threat, this situation has led both students and teachers to reflect on the school’s security practices. It’s important to come together to strengthen preparation and communication so everyone has a stronger sense of safety and well-being.
It’s no longer enough to hope that students and staff will adapt in a crisis; we must be proactive. All classroom doors should remain shut and locked during the school day, open classroom safety plans must be communicated, and emergency drills should vary by location to ensure students are prepared no matter where they are. By implementing clear and consistent safety protocols, State High can create an environment where safety is not an afterthought but a guarantee.
