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

Emergency preparedness is not just the responsibility of teachers and administrators; it is a whole‑campus effort. Custodians, office staff, cafeteria teams, bus drivers, paraprofessionals, and all support personnel play important roles in school safety. 

Why Non‑Classroom Staff Are Essential to Emergency Readiness 

Non‑instructional staff cover the hallways, cafeterias, buses, playgrounds, and front offices, the places where emergencies often begin. Their visibility and relationships with students make them critical to early detection and rapid response. 

Key reasons your role matters: 

• You see patterns teachers may not: changes in student behavior, unsafe conditions, or escalating conflicts. 

• You often supervise large, unstructured spaces where incidents can unfold quickly. 

• Your calm presence can stabilize a situation before it becomes an emergency. 

Know Your Role in Each Emergency

Every staff member should know what to do during: 

• Evacuations (fire, gas leak, environmental hazard) 

• Shelter‑in‑Place (weather, air quality, nearby police activity) 

• Lockdown / Secure situations 

• Medical emergencies 

• Behavioral or emotional crises 

For each scenario, your district should provide: 

• Where you report 

• Who you communicate with 

• How you assist students 

• What equipment or keys you need 

• What not to do 

Front Office Staff 

Front office teams are the first point of contact for visitors and often the first to receive emergency calls. 

Key responsibilities include: 

• Verifying visitor identity and following check‑in protocols 

• Knowing how to initiate emergency notifications 

• Staying calm during parent inquiries or high‑stress moments 

• Maintaining updated emergency contact lists 

• Understanding how to discreetly alert administrators if something feels unsafe 

Custodial Teams 

Custodians are essential for both prevention and response. 

Your emergency readiness includes: 

• Identifying hazards (blocked exits, spills, broken equipment) 

• Knowing shut‑off locations for water, gas, and electricity 

• Assisting with building evacuation routes 

• Supporting first responders during real emergencies 

• Ensuring emergency equipment (extinguishers, AEDs) is accessible 

Custodians often know the building better than anyone. Your knowledge saves time when seconds matter. 

Cafeteria Staff 

The cafeteria is one of the busiest, loudest spaces on campus. 

Your preparedness includes: 

• Knowing evacuation routes from the kitchen and cafeteria 

• Recognizing early signs of conflict or distress 

• Keeping pathways clear for quick movement 

• Understanding how to secure food prep equipment during emergencies 

• Supporting students who panic or freeze during drills 

Transportation Teams 

Bus drivers and transportation staff face unique challenges. 

Critical skills include: 

• Conducting quick bus evacuations 

• Managing student behavior in confined spaces 

• Communicating with dispatch during incidents 

• Handling medical issues while in transit 

• Knowing how to respond to accidents or road hazards 

Paraprofessionals & Aides 

Paras often work with students who need additional emotional or behavioral support. 

Your emergency readiness includes: 

• Recognizing triggers and early warning signs 

• Using de‑escalation techniques 

• Knowing when to call for help 

• Staying with students who need extra support during drills 

• Helping teachers maintain calm and order 

Non‑classroom staff are essential for keeping schools safe. When you know your role, practice your procedures, and stay observant, you make the entire campus safer. 

Notice of Federal Funding and Federal Disclaimer

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

New teachers step into the school year juggling curriculum, classroom management, and relationship‑building; safety protocols can easily feel like one more overwhelming layer. But when schools intentionally support new staff in understanding how safety works on campus, it builds confidence, consistency, and a stronger sense of community.

1. Start With the “Why” 

Before diving into procedures, help new teachers understand the purpose behind your safety systems. When they see how protocols protect students and staff, they’re more likely to feel invested and confident. 

Use this moment to reinforce your school’s value around student well‑being and community responsibility. 

2. Pair New Teachers With a Safety Mentor 

A mentor, whether a veteran teacher, counselor, or administrator, gives new staff a go‑to person for questions like: 

• “What do I do if a student reports a concern?” 

• “How do I handle a drill with a class that panics?” 

• “Where exactly am I supposed to stand during dismissal?” 

This relationship builds confidence and reduces the fear of “getting it wrong.” 

 You can frame this as part of a broader peer support system. 

3. Walk the Building Together 

A physical walkthrough is often more effective than a slideshow. Show new teachers: 

• Primary and secondary evacuation routes 

• Where to take students during severe weather 

• How to secure their classroom quickly 

• Who to contact in different types of situations 

This helps them visualize expectations and reduces uncertainty. 

4. Practice Scenarios, Not Just Drills 

Drills teach procedures; scenarios teach judgment. 

 Offer short, low‑pressure discussions like: 

• “A student tells you they feel unsafe walking home. What’s your next step?” 

• “You notice a stranger near the playground. Who do you notify?” 

• “A student has a panic attack during a lockdown drill. How do you support them?” 

These conversations help new teachers build confidence before real situations arise. 

5. Clarify Communication Channels 

New teachers need to know exactly how to communicate during safety-related moments. This requires knowing:

• Who to call 

• What to report 

• How to document concerns 

• When to escalate 

6. Reinforce Safety as a Shared Responsibility 

New teachers should not feel like they are navigating safety alone. Emphasize that administrators, counselors, office staff, and veteran teachers are all part of the same system. 

7. Provide Gentle, Ongoing Check‑Ins 

Safety understanding grows over time. A quick check‑in after the first drill or the first month of school can make a huge difference.

Ask questions like:

• “How did that feel?” 

• “Any questions about what happened?” 

• “Anything still unclear?” 

These conversations normalize learning and help new teachers feel seen. 

Supporting new teachers in safety protocols isn’t about overwhelming them with information; it’s about building confidence, clarity, and connection. When schools invest in thoughtful onboarding, new staff feel empowered to protect their students, support their colleagues, and contribute to a safe, thriving school community. 

Notice of Federal Funding and Federal Disclaimer

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

Whenever administrators take time to step back and look at the full picture, they can use attendance, behavior, and wellness data to understand where students may need more support. When these data streams are viewed together, they reveal patterns that help schools strengthen safety, connection, and well‑being across the entire school year. 

Attendance as an Early Signal 

Changes in attendance often show up before other concerns. Chronic absenteeism can point to academic struggles, social‑emotional challenges, or instability at home. When administrators review attendance trends over time, they can spot early signs that a student may need additional support. This makes attendance patterns one of the most valuable early indicators of student well‑being. 

Behavior and School Climate 

Behavioral data, such as office referrals, suspensions, peer‑conflict reports, tell a story about how students are experiencing school. When students feel connected and safe, behavior tends to stabilize. When they don’t, patterns of conflict or dysregulation often emerge. Reviewing behavior trends helps leaders understand where students may be struggling with belonging, regulation, or safety, and where the school climate may need attention. 

Wellness and Mental Health Indicators 

Wellness data, such as nurse visits or counseling referrals, may reveal stressors that are not immediately visible in attendance or behavior. These indicators help schools understand what students are carrying with them into the classroom, including fatigue, anxiety, health concerns, or emotional strain. Looking closely at wellness indicators allows administrators to plan supports that address root causes rather than just surface‑level symptoms. 

How to Use These Data Streams Together 

1. Build a Multi‑Tiered Early Warning System 

Bringing attendance, behavior, and wellness data into a single dashboard helps schools see the whole student. A unified system makes it easier to identify who needs support, what kind of support they need, and how urgently they need it.

2. Look for Patterns, Not Just Incidents 

Administrators can review:

• Grade‑level patterns

• Seasonal dips in attendance 

• Behavior spikes during transitions 

• Wellness trends 

These patterns help leaders plan targeted interventions before the year begins. 

3. Strengthen Partnerships Based on Data 

Data can highlight where community partnerships are most needed, such as in the areas of mental health, transportation, family support, or safety. Reviewing community partnership needs helps schools align resources with the students who need them most. 

4. Use Data to Shape Staff Training 

If the data shows rising anxiety, bullying, or absenteeism, summer professional development can focus on: 

• Trauma‑responsive practices 

• Relationship‑building strategies 

• Identifying mental‑health concerns 

Training becomes more meaningful when it’s tied directly to what students are experiencing. 

5. Communicate Findings Transparently 

Families and staff engage more deeply when they understand the “why” behind school initiatives. Summer newsletters or back‑to‑school communications can highlight: 

• Key trends 

• Planned interventions 

• How families can help 

Transparency builds trust and shared responsibility. 

Practical Steps Administrators Can Take

• Run a three‑year attendance analysis to spot chronic absenteeism patterns. 

• Map behavior incidents by location and time to identify supervision needs. 

• Review wellness data to determine staffing needs for counselors or nurses. 

• Update early warning thresholds for absences, nurse visits, or behavior changes. 

• Meet with community partners to align supports for high‑need students. 

• Prepare staff training modules based on the insights gathered. 

Data is one of the most powerful tools administrators have to create safer, healthier schools. By taking time to analyze attendance, behavior, and wellness indicators, leaders can anticipate challenges, allocate resources wisely, and build a school environment where students and staff feel supported from day one. 

Notice of Federal Funding and Federal Disclaimer

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

Families send their children to school with trust, and that trust grows when communication is clear, consistent, and transparent. One of the most powerful ways to build confidence is by proactively sharing how the school is creating a safe, supportive environment. When families understand the “why” and the “how” behind safety measures, they feel more connected, more informed, and more ready to partner with the school. 

Why Safety Communication Matters 

Safety isn’t just about procedures; it’s about relationships. Families want to know that their school is paying attention, planning ahead, and prioritizing student well‑being.

Thoughtful communication helps: 

• Reduce anxiety 

• Build trust 

• Strengthen family‑school partnerships 

• Reinforce a shared commitment to student safety 

Clear messaging also ensures that families know what to expect and how they can support safety efforts at home. 

What Families Want to Know 

Before the first day of school, families are looking for reassurance in a few key areas: 

1. Physical safety measures: This includes secure entrances, visitor protocols, emergency drills, and supervision plans. 
2. Emotional and mental‑health supports: Families want to know how the school fosters belonging, responds to bullying, and supports students experiencing stress or anxiety. 
3. Communication procedures: How will the school notify families in an emergency? Who should they contact with concerns? What communication channels will be used? 
4. Daily routines that promote safety: Arrival and dismissal procedures, hallway supervision, cafeteria expectations, and classroom norms all contribute to a safe environment. 

How to Craft Confidence‑Building Messages 

1. Lead with Transparency 

Families appreciate honesty. Share what the school is doing well and what it is continuing to improve. Transparency builds credibility and shows that safety is an ongoing priority. 

2. Use Clear, Accessible Language 

Avoid jargon. Keep messages straightforward, warm, and easy to understand. Families should walk away feeling informed, not overwhelmed. 

3. Highlight the “Why” Behind Decisions 

Explaining the purpose of safety measures helps families see them as supportive rather than restrictive. For example, “We’ve updated our visitor check‑in process to ensure all students remain secure throughout the day.” 

4. Show How Families Can Partner 

Invite families into the process. Provide guidance on: 

• Arrival routines 

• Attendance expectations 

• Reporting concerns 

• Supporting emotional well‑being at home 

When families know how to help, they feel empowered. 

5. Communicate Early and Often 

Use newsletters, social media, open houses, and welcome packets to share safety information gradually. Repetition builds familiarity and confidence. 

Safety communication is more than a checklist; it’s an invitation to partnership. When schools communicate openly and consistently, families feel reassured that their children are entering a space where they are seen, supported, and protected.

Additional Resources

https://cdn.prod.website-files.com/5d3725188825e071f1670246/68e0012d955a409165eb2734_Communicating%20with%20Families%20about%20School%20Safety%20Drill.pdf

Notice of Federal Funding and Federal Disclaimer

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. 

Notice of Federal Funding and Federal Disclaimer

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.

Notice of Federal Funding and Federal Disclaimer

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.

Notice of Federal Funding and Federal Disclaimer

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.

Notice of Federal Funding and Federal Disclaimer

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?” 

Notice of Federal Funding and Federal Disclaimer