シューター訓練に対する教育者の見解

Active shooter drills (ASDs) are increasingly mandated in public schools, yet limited data exist on their effectiveness, and concerns persist about their psychological impact on students. To understand these perceptions, we partnered with Vermont's Public Health Association to conduct a mixed-methods study.

An electronic survey was distributed to school districts in Vermont's most populous county, specifically sent to administrators, educators, mental health professionals, and support staff.

Out of 125 survey responses, 42% reported observing adverse psychological effects from ASDs, yet 79% considered the drills worthwhile. Statistically significant differences emerged between teachers and non-teachers in their views on ASD efficacy.

Our study can help inform policy changes that focus on the standardization of drills and the use of consistent language within the literature, which can potentially minimize harm. Our research highlights the need for structured guidelines at the state level to ensure consistency across all schools.

These findings suggest a complex interplay between perceived value and the psychological impact of ASDs. While many educators report psychological harms associated with ASDs among students, a majority continue to support their use, pointing to the need for thoughtful revisions in policy and practice.