Reconsidering Lockdown Drills in K-12 Schools

A Scoping Review of Empirical Evidence on Implementation Practices, Trauma-Informed Considerations, and Reported Outcomes

Dados Bibliográficos

ID21975240
AutoresMelissa Mariani (0000-0002-1348-1232, Florida Department of Education, autor correspondente), Gabriel Lomas (0000-0002-1043-350X, Western Connecticut State University), Carolyn A Berger (0000-0001-8158-4025, Minnesota Department of Education), Stacy Butkus (Western Connecticut State University), Hyuncheol Yoon (0009-0007-6850-2188, Florida Department of Education)
Ano2026
Volume15
Fascículo7
Páginas422
Data de publicação2026-06-26
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSocial Sciences (JOURNAL)
Identificadores do periódicoISSN: 2076-0760 • E-ISSN: 2076-0760
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci15070422
OpenAlexW7166535063
IdiomaEN
Referências citadas19

Lockdown drills have become standard practice in K-12 schools across the United States, but there are concerns about the psychological health impact, quality of implementation, and equity implications of current practices. This scoping review compiles the empirical literature on lockdown and active-threat drills to provide insight into how drills are defined and conducted, what outcomes are measured, and the remaining gaps. In accordance with well-researched scoping review methodologies, 27 peer-reviewed U.S.-based studies were aggregated from six primary areas: drill definitions and typologies, implementation practices, reported outcomes, trauma-informed and developmental considerations, equity and disability inclusion, and evidence gaps. Findings reveal wide variability among drill terminology and protocol categorization and most studies emphasize advance warning and low-realism practices. Psychological outcomes are measured much more often than objective measures of implementation fidelity or physical preparedness. Educator and staff experiences, caregiver perceptions, and longitudinal outcomes are underrepresented. Although a number of studies report developmental adaptations and disability accommodations, comprehensive equity analyses remain rare. Overall, potential psychological harms are more clearly documented than protective effects in the literature. This review emphasizes the importance of standardized drill taxonomies, fidelity measurement methods, trauma-informed mental health integration, and inclusive designs to inform school safety policy and practice

Categorization · Empirical evidence · Empirical research · Evidence-based practice · Fidelity · Mental health · Psychological intervention · Terminology · Injury Epidemiology and Prevention · Occupational Health and Performance · School Health and Nursing Education