Many organizations are working to “stake a claim” in the “active shooter” response.  A few of these even expand to emergency response, incorporating commands for other scenarios.  Yet when working on proper terminology, consideration should be given to many aspects.  Most importantly, these include: 

• Research & lessons learned from events 

• 9/11 lessons  

• Radio / auditory issues 

• Color coding (& color blindness) 

• Historic relevance 

• Steps of different responses 

Research & Experience 

• Experience shows us most staff are overwhelmed by the “playbook” approach 

• Research shows us people are not prepared / response can be generalized / generalization = action = lives saved 

In the many schools that we have worked with, asking staff about their individual response to an example emergency usually resulted in “um”.  In schools with multi-tabbed Emergency Booklets (the plastic covered, spiral bound notebooks), many staff would point to the book – then get lost flipping pages.  When asked to explain what steps they might take, “I think” and “I might” were common responses. 

Research Across emergencies, previous research has shown that an average of 75% of individuals remain inactive when facing danger (Leach, 2004; Mawson, 2005).  This inactivity can be labeled as “freezing,” where an individual is passive, standing still, and potentially, not evacuating even if the opportunity presents itself.  However, research has also shown that individuals can decrease “freezing” by engaging in training and rehearsal of appropriate response behaviors (Leach, 2004; Noto et al., 2024). 

9/11 lessons 

• Plain language is necessary 

The attack on the World Trade Center, September 11, 2001 was a tragedy, for the lives lost directly in the attack and for the lives lost through rescue efforts.  There were many lessons learned through those events, which should not be forgotten.  Most relevant here are the lessons of “10 codes”.  Every agency in the region responded to the World Trade Center that day, each brining with them their own “language” in the form of abbreviations (cops and teachers love their acronyms) and codes (10-4 is only one of 100 codes, and even that isn’t universal).  The connection here is that simple words which have standard or universal meaning are important for clear communication. 

Radio/auditory 

• DISTINCT words, readily distinguished from each other to avoid mix-ups, are needed 

• Research – words have meaning, so pick words that lead to the action to be taken 

Akin to the lessons of codes are the experiences of many users with garbled radio traffic.  Worse are old PA systems in schools, making Charlie Brown’s teacher sound good.  So using a few terms, widely different from each other, to direct emergency responses in mass communications means that everyone gets the same message.  Literally. 

Studies also shows that people follow the meaning of the words they hear.  This means that regardless of the training around terminology (which is needed), people are going to respond to the command words used.  This emphasizes the importance of using words that indicate the action taken.  Complicated terms like “reverse-evacuation” aren’t readily understood to direct movement.  Others like “lockdown”, especially when combined with qualifying terms “hard”, “soft”, etc., don’t always speak to what they intend (prison use is very different from what is intended in schools). 

Color coding 

• ENS should have audio/visual response, including color 

• Primary colors / ADA has screen provisions 

To further clarify message communication, each response can be given a color.  No one misses the bright white strobe of the fire alarms signaling to exit the building.  That flashing white light accompanies the auditory alarm – essential in loud areas (shops, gyms, and music rooms) areas with limited acoustic conveyance, and for those with hearing loss or impairment.  Using primary colors eliminates possible confusion or perception issues from color-blindness. 

History matters 

• EXIT – pros: known, short, simple, understood, signs in place.  Cons: red, green, white 

• LOCKDOWN – pros: ?  Cons: widely used – in many different ways (prison, military, lock-in, lockout, soft, hard), training (lay down and wait for rescue) vs. multi-option response, direction = no one moves, other? 

History, the long-term use of terms and directions, also matters.  “EXIT” signs have been required in buildings as long as fire alarms in many areas.  “Evacuation” signs are usually posted along designated highway routes in hurricane or tsunami areas.   

Similarly, the term “lockdown” has long been used in prisons and jails, which likely accounts for the transfer of the term to schools (police call for a school to close exterior doors by using the term they know).  However, going back to the lesson of plain language, what should be done is to notify the school of what is happening and let the school decide the response.  For example, police using K-9 units to track a subject near a school is a different response from an armed attacker at the school. 

Steps 

• “playbook” vs. generalization 

Finally, our work has shown us that – no matter the emergency – the basic response steps are the same.  The same process can then be instructed to staff to be generalized, or used across multiple scenarios.  Rather than a different set of directions for every conceivable emergency, this concept has been shown to increase efficiency, effectiveness, and expedite action, moving occupants more calmly to desired locations. 

There are plentiful considerations for simplified response.  We’re proud of the work we’ve done.  Reach out to us for more information.  And Stay Safe! 

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Printable PDF

Response Paths by Directive for Staff

Each path follows 5 behaviors:

1. Grab the “go-kit”/emegency kit (i.e., student roster, medications, first-aid kit, bottled water, snacks, communication cards, maps, etc.) & communication device (i.e., cellphone, walkie-talkie, pager, etc.)
2. Gather the students and instruct them to listen for the next step of the plan.
3. AVOID danger – always continue to check the path ahead. Be ready to change paths or responses.
4. MOVE – go to the area designated by the command

  Review the class roster and identify accounted and unaccounted students.

Identify which injured students or those who may need medical attention.

5. Check-in – Communicate this information with Person in Charge when it is safe to do so.

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There are many issues with the wide variety of terms and codes used by schools to activate emergency actions. Foremost is that there are a wide variety. Standardization across an area is fundamental for appropriate community understanding which leads to effect emergency response.

Since 9/11 emergency services have recognized the need to use plain language rather than codes, to eliminate confusion about what is wanted and hasten reaction. There need be no other reason to move away from codes. Standardizing language between schools, dispatch and responders will improve communication.

While the point that younger minds should not be scared over the practice or use of the terms is appreciated, our youth soon come to an understanding of what is going on regardless of the terms used. We must trust in our educators to prepare our children for an emergency by giving them the time and resources they need to educate and practice.

Certain terms have been overused, or misused inappropriately, and as such have been rendered ineffective, whether we like to admit it or not. At the top of this list is “lock”; lock-in, lock-out, lock-down, hard-lock, soft-lock, we all know of a lock term. Terms which can be associated with specific directions need to be used.
In Michigan schools are required to perform “lockdown drills” along with tornado and fire drill. We have focused on responding to specifics rather than generally preparing for emergencies so much that we freeze when the emergency doesn’t fit our training. We need to prepare more by looking to generalizing actions and terms. Our research shows that fewer, simpler, instructions which can be used in a variety of situations are more effective: having higher retention, faster and more accurate responses.

Finally, what little study can be done on active violence emergencies is showing that multi-option response (that which is based on giving the options to Avoid, Barricade, Combat / Run-Hide-Fight) will save lives over just hiding(1). The term, “lockdown” conjures the imagery of inability to move; this would be contrary to the ABC’s of multi-option response. Thus, terms must be used which can inspire people to respond accordingly.

Looking at the multitude of situations that those in schools might be called upon to deal with could result in a list of commands. However, we need to consider whether to seek to turn educators into first responders or keep it simple enough to allow for the fewest number of commands with the greatest incident coverage. If the goal is to minimize the number of commands, then the school emergency response directives which meet the points made above are:

• High Alert (Lockdown – lockdown means different things to different people; the need for clarity means a new term is needed): an eminent threat is present at the school and emergency actions are necessary (Avoid-Barricade-Combat / Run-Hide-Fight / Confuse-Confront-Call-Clear Out / Move-Secure-Defend)
• Hall check (Secure Mode): All doors and windows are secured against threat/disruption; no one is allowed in the halls; learning continues
• Exit (Evacuation – covers fires): Everyone leaves the building heading for evacuation sites as designated
• Shelter (Reverse Evacuation – covers tornados and outside threats): Everyone moves towards designated shelter areas, including those outside the building

For further reading on these and other safety matters, look up our website at ACAP-solutions.com
For additional research work on simplification of Standardize School Response Commands, link to Idaho School Safety & Security ISCRS-White-Paper.pdf (idaho.gov)

Footnotes: (1) Cheryl Lero Jonson, Melissa M. Moon & Joseph A. Hendry (2020) One Size Does Not Fit All: Traditional Lockdown Versus Multioption Responses to School Shootings, Journal of School Violence, 19:2, 154-166, DOI: 10.1080/15388220.2018.1553719

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