Staff Training: A Key Component of School Security Assessments

When school officials hear the term "security assessment," they often picture someone checking doors, cameras, and alarm systems. Those things are very important. But if you ask an experienced school security assessor what they focus on most, the answer is usually the same: how well trained and prepared is the staff in the event of an emergency?

School safety isn’t just built on hardware and technology. It’s built by the people — teachers, office staff, aides, custodians, substitutes, administrators, and security personnel — who make decisions every day. A school threat, risk, and vulnerability assessment evaluates how prepared school staff is to follow procedures to prevent security issues, respond to emergencies, and keep students safe.

Let’s explore why staff training is so essential to school security.

Security is a Human System

Cameras don’t stop conflicts. Locked doors don’t call for help. Intercoms don’t determine when a situation is serious. People do.

Security devices are important tools, but they are meant to support school staff — not replace their judgment and decision-making. The strength of a school’s security program ultimately depends on how well the adults in the building recognize concerns, follow procedures, and respond under pressure.

During an assessment, evaluators look closely at how staff put safety procedures into practice, such as:

• Do teachers challenge unknown adults in hallways?
• Does the front office consistently follow visitor check-in steps?
• Are staff supervising students in ways that reduce blind spots?
• Does staff know how to respond quickly and consistently during an emergency?

Often, the difference between a minor incident and a major one hinges on whether a staff member recognized a concern early and knew what to do next.

In an emergency, pressure can impair memory and decision-making, which is why drills and hands-on training matter. Evaluators consider how often staff participate in drills, whether procedures are followed consistently, and whether drills are treated with appropriate seriousness. They also look at whether staff have opportunities to ask questions and clarify expectations afterward.

Key questions often include:

• Do staff understand the difference between a lockdown, lockout, and evacuation?
• Would a teacher feel comfortable initiating a procedure if the office did not respond right away?
• Can front office staff confidently manage a visitor without proper identification?
• Do aides, substitutes, custodians, and cafeteria staff know their roles during an emergency?

A common finding is that procedures may exist on paper, yet not everyone feels confident executing them. By focusing on how people — not just equipment — perform in real conditions, security assessments help identify training gaps and strengthen the human systems that keep schools safe.

Common Gaps in Staff Training

A security assessment isn’t about catching people doing something wrong. It’s about determining whether staff feel confident and capable in their roles. As a security assessor, I frequently praise school personnel when I see comprehensive policies and procedures, along with routine training sessions and drills that build muscle memory for real-world situations.

When I started as a school resource officer, my county's school lockdown procedures were new. After the first lockdown at the middle school, I noticed a significant communication gap between the administration — who used code words they created to mask the situation — and younger staff members — who were unfamiliar with those code words when carrying out emergency procedures.

The county’s security manager and I quickly addressed the issue, explaining that code words can be lost in translation, no matter how well-intentioned their use. We helped rewrite the lockdown procedure to address the terminology gap and retrained administration and other school staff.

Below are some of the most common training gaps I have observed while conducting security assessments that can cause delays or confusion during emergency situations:

• Inconsistent terminology — Some staff use code words to mean different things, believing this prevents panic. Clear, shared language is critical during emergencies.
• Uncertainty about authority — Teachers and other staff sometimes hesitate because they’re unsure whether they should call the office, contact school resource officers, or initiate a procedure.
• Substitutes left out — Substitute teachers often receive little or no security training. In an emergency, they may be the only adult in a classroom.
• Overreliance on administrators — When staff believe that only administrators can make decisions related to safety and security, response time slows. Training should empower staff to act within clear guidelines.
• Underused safety tools — Panic buttons, radios, and alert systems only work if staff know how and when to use them.

Tips for Strengthening Staff Training

Assessments place strong emphasis on training because it is one of the most effective — and most affordable — ways to improve safety. For that reason, training cannot be a one-time event at the start of the year. It must be part of an ongoing process that includes onboarding for new staff, regular review of procedures, and updates as new risks and best practices emerge. Schools can strengthen training by:

• Including all staff — Safety isn’t just an administrator's or a teacher's responsibility. Office staff, custodians, aides, substitute teachers, and coaches all play important roles.
• Providing quick-reference materials — Simple guides posted in classrooms, hallways, and offices help staff recall steps during stressful moments.
• Using short scenario discussions — Five minutes at a staff meeting to walk through “What would we do if…?” can be extremely valuable.
• Offering refresher training — Procedures evolve, school layouts change, and new staff are hired. Adapting to these changes requires continuing training.
• Expanding training options — Incorporate new trainings, like tabletop exercises, into staff meetings

Tabletop exercises are a great way to build knowledge and retain muscle memory as staff discuss a scenario together. They are especially helpful for revealing misunderstandings in a low-pressure setting, where learning can occur before a real incident. Practice builds confidence, leading to quicker, calmer responses.

School safety depends less on what is written in a handbook and more on what people are prepared to do when an emergency situation arises. Ongoing, practical training builds confidence and consistency across the campus so every adult understands their role. When preparation replaces hesitation, schools are better equipped to protect both students and staff.

Final Thoughts

Training isn’t only about rare, worst-case events. It also improves daily school operations. When staff understand safety procedures, supervision becomes more intentional. Staff members grow confident in addressing small concerns before they escalate into larger problems.

Security assessments focus heavily on staff training because people are the most important part of any school safety system. You can have strong doors, modern cameras, and advanced communication tools, but in the moment that matters, it’s a staff member who recognizes a problem, makes a decision, and takes action.

Training turns written procedures into real-world readiness. It builds confidence, reduces confusion, and helps schools respond to challenges calmly and in a coordinated way. When a school invests in staff training, it’s not just improving its security rating. It’s strengthening the adults that students rely on every day to keep them safe.