If you would like to download this information as a PDF, please download here.

As the school year draws to a close, it’s the perfect moment for schools to take stock of what worked well and what needs attention. One area that deserves a thoughtful, unhurried review is school safety. Taking time now to assess your safety practices not only helps prevent avoidable problems down the road, it also reinforces the culture of security and trust that students, staff, and families count on every day.

Schools can use the following steps to assess their school’s safety procedures and outcomes.

1. Review incident reports, behavior logs, and near misses.

• Review all student and staff incident reports. 

• Look for patterns in injuries, behavioral incidents, or facility‑related hazards. 

• Evaluate the effectiveness of interventions and corrective actions. 

• Identify areas where supervision or procedures may need strengthening. 

2. Inspect classrooms and learning spaces.

• Check furniture for stability and damage. 

• Ensure electrical cords, outlets, and power strips are safe and not overloaded. 

• Confirm that emergency exits and pathways are clear. 

• Inspect science labs, art rooms, and CTE spaces for chemical or equipment hazards. 

• Verify that classroom emergency kits are stocked. 

3. Evaluate safety training and staff preparedness.

• Confirm that all required safety trainings were completed. 

• Identify staff who need refreshers (first aid, CPR, emergency procedures). 

• Review substitute teacher safety protocols. 

• Ensure staff know how to report concerns and access emergency resources. 

4. Audit school policies and emergency procedures.

• Review emergency response plans (fire, severe weather, lockdown, evacuation). 

• Update procedures based on new equipment, building changes, or district guidance. 

• Ensure policies are accessible to staff, students, and families. 

• Confirm that drills were completed and documented. 

5. Conduct a full building walkthrough.

• Inspect hallways, stairwells, and entrances for clutter or hazards. 

• Check lighting in classrooms, hallways, parking lots, and outdoor areas. 

• Verify that signage (exit signs, room numbers, emergency maps) is visible and accurate. 

• Look for leaks, water damage, or structural concerns. 

• Ensure playgrounds and athletic areas meet safety standards. 

6. Test all emergency and communication systems.

• Test fire alarms, extinguishers, and suppression systems. 

• Inspect AEDs, first‑aid kits, and nurse’s office supplies. 

• Check intercom systems, radios, and classroom communication tools. 

• Review emergency contact lists and parent notification systems. 

7. Review transportation and traffic safety.

• Inspect bus loading zones, car lines, and crosswalks. 

• Review bus maintenance and safety inspection records. 

• Evaluate traffic flow patterns for congestion or blind spots. 

• Confirm crossing guard procedures and staffing. 

8. Evaluate chemical, equipment, and supply management.

• Review safety documentation for science labs, custodial closets, and CTE programs. 

• Inspect chemical storage and disposal procedures. 

• Check expiration dates on supplies. 

• Ensure custodial equipment is functioning safely. 

9. Engage students and staff in the process.

• Conduct end‑of‑year surveys for staff and students. 

• Hold safety discussions or focus groups. 

• Encourage reporting of concerns without fear of blame. 

• Recognize individuals or teams who contributed to safety improvements. 

10. Set safety goals for the next school year.

• Identify top priorities for facility upgrades or procedural changes. 

• Plan training sessions for staff returning in the fall. 

• Allocate budget for safety equipment or building improvements.

• Establish timelines and assign responsibilities. 

A school’s end‑of‑year safety assessment is more than a checklist; it’s a commitment to protecting students, staff, and the learning environment. By reviewing your school campus now, you set the stage for a safer, more prepared school year ahead. 

If you would like to download this information as a PDF, please download here.

Educators, administrators, and support personnel carry enormous responsibility, and the emotional demands of school environments can take a real toll. To promote positive mental health for staff, schools can cultivate a culture where staff feel valued, supported, and empowered to seek help when they need it.

Common Challenges in Schools

School staff often face unique pressures, including: 

• Burnout from chronic workload demands 

• Compassion fatigue from supporting students through trauma 

• Stress and anxiety tied to performance expectations 

• Depression stemming from prolonged emotional strain 

These challenges are widespread, but they’re not always openly discussed. When staff struggle with their mental health, the effects ripple outward. Job performance can decline, relationships may suffer, and ultimately, student outcomes can be impacted. Healthy staff create healthy learning environments. 

Signs of Mental Health Strain

Mental health concerns may not always look the same, but there are common indicators worth noticing. Recognizing these signs early can help staff get support before challenges escalate. 

Emotional Signs

• Irritability or frustration 

• Persistent sadness 

• Noticeable mood swings 

Behavioral Changes

• Withdrawal from colleagues 

• Increased absenteeism 

• Reduced engagement or motivation 

Physical Signs

• Fatigue or low energy 

• Frequent headaches 

• Difficulty sleeping 

Promoting Mental Wellness

Individual staff can promote their own mental wellness through actions like:

• Prioritizing work‑life balance 

• Practicing mindfulness or stress‑management techniques 

• Establishing healthy routines and clear boundaries 

School leaders can promote overall staff mental wellness through:

• Encouraging open conversations about mental health 

• Actively working to reduce stigma 

• Ensuring leadership models healthy behaviors and boundaries 

Schools can also strengthen mental health support through offering:

• Clear leave options 

• Reasonable accommodations 

• Wellness initiatives that prioritize staff needs 

• Mental health literacy workshops 

• Resilience and self‑care training 

• Staff support circles 

Responding to Staff in Distress

If you’re concerned about someone, approach them gently and: 

• Listen with empathy 

• Express concern without judgment 

• Avoid trying to “fix” the problem, but rather focus on support 

Sometimes professional help is needed. Staff can be guided toward: 

• Internal resources such as HR, wellness teams, or designated support personnel 

• External supports like Employee Assistance Programs (EAPs), therapists, or crisis hotlines 

Try This!

Regular feedback can help schools understand what is working and what their staff needs concerning mental wellness.

Create a way for staff to submit feedback, such as:

• Surveys

• Suggestion boxes

• Listening sessions

When educators feel supported, valued, and equipped to care for their own well‑being, they’re better able to create the kind of learning environments every student deserves. Investing in staff mental health is ultimately an investment in the entire school community.

If you would like to download this information as a PDF, please download here.

Creating a safe school environment means preparing for every student, not just the ones who fit typical emergency planning assumptions. Students with disabilities may face unique challenges during crises, and thoughtful, individualized planning ensures they are protected with dignity, equity, and care.  

Understanding Diverse Needs

Emergency situations can amplify barriers for students with disabilities. Recognizing these challenges is the first step toward building effective, inclusive plans. 

Types of Disabilities to Consider

Students may have: 

• Physical disabilities 

• Sensory disabilities (hearing, vision, sensory processing) 

• Cognitive or intellectual disabilities 

• Emotional or behavioral disabilities 

• Developmental disabilities 

Each category may require different supports during emergencies. 

Common Barriers in Emergencies

• Limited mobility or difficulty navigating crowded spaces 

• Communication challenges, especially during high-stress moments 

• Sensory overload from alarms, flashing lights, or chaotic environments 

• Behavioral responses triggered by fear, confusion, or disrupted routines 

Individualized Emergency Planning

A one-size-fits-all emergency plan may not work for students with disabilities. Individual Safety Plans (ISPs) help ensure each student receives the support they need. These plans can also be incorporated into IEPs or 504 plans rather than being a separate plan. Plans should clearly outline accommodations and supports tailored to the student’s needs when an emergency or drill occurs.

Key Components of an ISP

• Evacuation procedures customized for mobility, sensory, or behavioral needs 

• Communication methods, including AAC devices, visual supports, or simplified instructions 

• Assigned support personnel with backups identified 

• Medical or behavioral considerations, such as seizure protocols or calming strategies 

Try This!

Create a “Know Me in an Emergency” Card  

This card would be a one-page snapshot for each student with disabilities that includes: 

• Communication preferences 

• Key supports 

• Emergency-specific instructions 

• Contact information for caregivers 

Sensory and Behavioral Considerations

Emergencies can be overwhelming for students. Proactive sensory and behavioral supports can help students stay regulated and safe. 

Sensory Supports

• Visual schedules showing what to expect during drills 

• Noise-reducing tools to soften alarm sounds 

• Calm spaces for recovery after an incident 

Behavioral Supports

• De-escalation strategies tailored to the student 

• Predictable routines that reduce anxiety 

• Social stories explaining emergency procedures in accessible language 

Helpful Tools and Aids

• Noise-canceling headphones 

• Fidget items 

• Visual cue cards or communication boards 

Try This!

Build a Sensory Toolkit  

Include headphones, fidgets, visual cards, and a small weighted item. Keep it in classroom  emergency bags. 

Environmental and Equipment Considerations

The physical environment must support safe evacuation and response for students with disabilities as well.

Accessible Routes and Exits 

• Keep hallways clear 

• Ensure ramps and elevators are functional and accessible 

• Identify alternate routes for students using mobility devices 

Emergency Equipment 

• Evacuation chairs 

• Visual alarms 

• Communication boards or AAC-compatible tools 

Classroom Setup 

• Thoughtful furniture placement 

• Sensory-friendly design elements 

• Clear pathways for quick movement 

Try This!

Walk the Classrooms or School Building with Accessibility in Mind  

Do a 10-minute walk-through and evaluate: 

• Are exits blocked? 

• Are visual alarms working? 

• Are mobility routes clear? 

Roles and Partnerships

Effective emergency planning depends on the coordinated efforts of staff, caregivers, and students. Each group plays a distinct and essential role in ensuring safety, communication, and confidence during both drills and real events.

Staff

To prepare for drills and emergencies:

• Identify designated support personnel for individual students 

• Assign backup staff to ensure consistent coverage 

• Provide cross‑training so multiple adults can assist when needed 

During drills:

• Ensure students with disabilities can participate fully 

• Modify drills to maintain comfort and reduce distress 

• Debrief after each drill to identify improvements and refine procedures 

Families and Caregivers

Caregivers bring essential insight into each student’s needs, triggers, and effective strategies. Their involvement strengthens planning and ensures continuity between home and school.

They can be involved by:

• Sharing individualized information that supports safe responses

• Staying engaged in planning discussions and receiving regular updates

• Collaborating with staff to adjust strategies as students grow and change

Students

When appropriate, students can be active participants in their own safety planning. Empowering them can build confidence and reduce anxiety during emergencies.

Students can:

• Learn self‑advocacy skills

• Practice using communication tools during emergencies

• Understand what to expect during drills and how to respond

Safety planning for students with disabilities is not a one‑time task; it’s an ongoing commitment to understanding, collaboration, and thoughtful preparation. By investing in inclusive planning today, we can create environments where every student is seen, supported, and safe, no matter what challenges arise.

An anonymous reporting system is more than just a new tool; it’s an opportunity to strengthen school culture, empower students, and reinforce the message that everyone plays a role in keeping the community safe. Students of different ages will naturally have different questions, concerns, and levels of understanding, so thoughtful, age‑appropriate instruction is essential.

The following resources teach students about their role in school safety and how anonymous reporting can be used to help others and themselves.

Elementary:

• How We Keep Each Other Safe – Lesson Plan & Materials
• Identifying Scenarios & Helpful Reports – Lesson Plan & Materials
• When should I make an anonymous report? – Handout

Middle School:

• How We Keep Each Other Safe – Lesson Plan & Materials
• Scenario Sort – Lesson Plan & Materials
• Helpful Reports – Lesson Plan & Materials
• When should I make an anonymous report? – Handout
• How Anonymous Reporting Works – Handout

High School:

• How We Keep Each Other Safe – Lesson Plan & Materials
• Scenario Sort – Lesson Plan & Materials
• Helpful Reports – Lesson Plan & Materials
• When should I make an anonymous report? – Handout
• How Anonymous Reporting Works – Handout

Rolling out an anonymous reporting system is most successful when students feel informed, supported, and empowered. By using age‑appropriate resources and creating space for open conversation, teachers can help students understand that reporting isn’t about getting someone in trouble; it’s about keeping the school community safe, inclusive, and connected.

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Examine why communities require safe, confidential systems to address concerns. 

• Understand the role of anonymous reporting in preventing harm and supporting wellbeing. 

• Evaluate complex ethical situations involving safety, privacy, responsibility, and digital communication. 

• Reflect on their values and responsibilities as members of a school community. 

Materials 

• Student Paper: Link

• Whiteboard for Whole Group Notes 

Lesson Activities 

Opening Reflection  

• Ask students: “What is the difference between ‘getting someone in trouble’ and ‘getting someone help’?” 

Ethical Dilemmas Group Work  

Small groups analyze more complex scenarios. 

Groups answer: 

• What harm is present or possible? 

• Who is affected directly and indirectly? 

• How could anonymous reporting support a safe outcome? 

Whole-Class Debrief  

Discuss themes: 

• Fear of retaliation 

• Loyalty vs. responsibility 

• Safety culture 

• Intervention vs. punishment 

Reinforce the idea: “Anonymous reporting is a tool for early support. It is not about punishment. It’s about care, prevention, and connecting people to resources.” 

Reflective Journaling 

Student Paper Written Prompt:

• “How can anonymous reporting empower students to protect each other?”  

Discussion Prompts: 

• “Should safety ever outweigh privacy? When and why?” 

• “How does digital communication change the risks and responsibilities of students?” 

• “What kind of school culture makes reporting feel safe?” 

• “What barriers might stop me or my peers from reporting concerns?” 

To view this lesson plan as PDF, click here.

Objectives 

Students will: 

• Explain why communities need trustworthy systems for reporting concerns. 

• Evaluate the benefits and potential misconceptions about anonymous reporting. 

• Analyze real-world examples of caring vs. harmful behavior, including digital scenarios. 

• Reflect on personal values related to community safety. 

Materials 

• Google Slides: Link

• Student Paper: Link

• Whiteboard for group notes (If necessary) 

Lesson Activities 

Warm-Up: Think–Pair–Share  

• Ask students to discuss: “What makes a community feel safe? What threatens that safety?” 

• Record responses. 

Case Study Analysis  

Students work in small groups to review short scenarios. Students identify:

• Caring behaviors 

• Harmful behaviors 

• Actions that require adult intervention 

• How anonymous reporting could help 

Mini-Lesson: Purpose of Anonymous Reporting  

Lead a brief lesson on: 

• Why communities need safe reporting channels 

• How anonymous reporting reduces fear of retaliation 

• How reporting supports not punishment, but intervention and care 

Prompt: 

• “How does anonymous reporting help protect the person you’re worried about?” 

• “How does it help protect you?” 

Individual Reflection  

Journaling prompts: 

• “What values guide my actions when I see something unsafe?” 

• “Have I ever been unsure whether to report something? What made it difficult?” 

• “How can anonymous reporting make a difference in real situations?” 

Discussion Prompts 

• “Is reporting someone ‘snitching,’ or is it something else?” 

• “What does caring look like in middle school friendships?” 

• “What barriers stop students from speaking up?” 

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Understand that communities work best when we help keep one another safe. 

• Identify caring behaviors vs. harmful behaviors. 

• Learn that adults need to know when something is wrong to help keep everyone safe. 

• Practice talking about concerns in safe, simple ways. 

Materials 

• Picture cards: Link *  

• Chart paper titled “Caring Behaviors” and “Harmful Behaviors” * 

• Drawing Paper: Link

• Drawing materials: pencils, crayons, or markers 

*There is also a technology-based option in this lesson plan for this part of the lesson if preferred. Click here for the Google Slides version.  

Lesson Activities 

Introduction

• Ask students: “What does it mean to help keep each other safe?” 

• Students brainstorm ideas (Examples: sharing, telling an adult if someone is hurt, playing safely). 

Caring vs Harmful Sort 

• Show pictures cards one by one. 

• Students sort pictures into “Caring Behaviors” or “Harmful Behaviors” on chart paper. 

Ask questions like:  

• “Why is this caring?” 

• “Why might this be harmful?” 

Communication That Keeps Us Safe – Explanation 

• Explain: “When we see something harmful, we can tell a trusted adult. Telling helps keep people safe, not get them in trouble.” 

• Introduce anonymous reporting: “Sometimes you can tell an adult without giving your name. This helps kids feel safe sharing concerns.” 

Optional Discussion Prompt:  

• “Why do we need safe ways to tell adults our worries?” 

Reflection Drawing: 

• Provide students with paper and prompt them to draw: “Draw a picture of a caring behavior you can do at school.” 

• Optional: Have students journal about this topic as well.  

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Understand how anonymous reports are evaluated for urgency and credibility. 

• Analyze and correct vague, dramatic, or ambiguous reports. 

• Practice creating reports that are concise, objective, respectful, and actionable. 

• Reflect on ethical considerations: safety, privacy, bias, and appropriate use. 

Materials 

• Mini-Lesson Google Slides: Link

• Student Paper: Link

Learning Activities 

Introduction 

• Ask students: “What could happen if we don’t provide enough information in an anonymous report?” 

Mini-Lesson 

Explain that strong reports generally include: 

• What you observed or heard (firsthand if possible) 

• When it occurred (approx. time/date) 

• Where it happened 

• Why it concerns you 

Highlight respectful language and avoiding assumptions or diagnoses (“he’s crazy,” “she’s dangerous”). 

Provide anonymized, somewhat realistic samples. Students identify weaknesses such as: 

• Emotional exaggeration 

• Lack of detail 

• Gossip/rumors 

• Judgmental tone 

Report Rewriting 

With the student worksheet, give groups 4–6 sample anonymous reports with common issues: 

• Overgeneralizing 

• Emotional outbursts 

• Missing key details 

• Judgments instead of facts 

• Rumors or “someone said that someone said…” 

Group Discussion 

Discuss: 

• “Why is clarity important but not required for reporting?” 

• “How do we avoid unintentionally shaming or labeling someone?” 

• “Why is reporting still encouraged even if your description isn’t perfect?” 

Emphasize: It is always better to report than to stay silent. Adults can sort through details; students don’t need to investigate. 

To view this lesson plan as a PDF, click here.

Objectives 

Students will: 

• Learn what adults look for when reviewing a report. 

• Distinguish between emotions and evidence-based details. 

• Practice rewriting vague, dramatic, or incomplete reports into more helpful versions. 

• Understand that the goal is support and safety, not punishment. 

Materials  

• Mini-Lesson Google Slides: Link

• Student Paper: Link

Learning Activities 

Introduction 

• In small groups, have students brainstorm answers to the following question: If you were reporting something anonymously, what information would you need to include? 

• Bring class back together and share answers.  

Mini-Lesson 

Teach: A strong, appropriate report is: 

• Clear (facts, not conclusions) 

• Specific (details that help adults follow up) 

• Respectful (no name-calling/slurs/judgments) 

• Reliable (identifies what they saw/heard, not rumors) 

Provide appropriate examples and ask students what might be missing or not helpful about each example.  

Report Rewriting 

Give groups 4–6 sample anonymous reports with common issues: 

• Overgeneralizing 

• Emotional outbursts 

• Missing key details 

• Judgments instead of facts 

• Rumors or “someone said that someone said…” 

Students provide missing information or rewrite to improve.  

Group Discussion 

Discuss: 

• “How did you decide what details were important?” 

• “What made a rewritten report more helpful and less emotional?” 

• “Why shouldn’t we avoid reporting even if we’re unsure?”