| Prevention and Harm Reduction |
| # |
Response |
How It Works |
Works Best If... |
Considerations |
| 1 |
Developing a response plan |
Response plan reduces confusion should a threat occur and identifies points of early intervention |
…the bomb response plan is coordinated with the school’s and community’s overall disaster response plan |
Requires collaboration with local emergency response teams, such as police, firefighters and EMS services |
| 2 |
Developing a threat reporting system |
Identifies possible warning signs and communicates that violence or threats of violence are not tolerated |
…you have a close and trusted working relationship with the school |
Data collected may be used for policing research as well as indicating when immediate police intervention is required |
| 3 |
Helping the school conduct a security survey |
Identifies points of vulnerability for placement of bombs or break-ins |
…it is followed up with specific recommendations for improving security, such as installation of appropriate lighting, placement of parking lots etc. |
Your help will be needed by the school to convince the school board and district supervisor that the expense of upgrading security is justified
|
| 4 |
Controlling access to school premises |
Makes it more difficult for would-be bombers to enter school |
…the school involves the parents and students in implementing these changes |
Some changes may be unpopular for legal, moral or political reasons |
| 5 |
Monitoring communication into and out of campus |
Increases chance of identifying possible sources of threats |
…the school installs secure phone system, restricts cell phone use, monitors public phone use and Internet activity |
Incoming email is difficult to control; regular mail must be inspected in case of letter bombs or threats by mail |
| 6 |
Warning and educating students |
Students learn that there are clear rules and laws against bomb threats that the school takes seriously |
…the school communicates clearly by its policies and actions that contraband, weapons, and explosives are prohibited from school grounds and that bomb threats have very serious consequences |
Searches may be legally challenged; collaboration of parents and school board is essential in establishing these procedures. Instruction by law enforcement officers may not be an effective method |
| 7 |
Fostering a positive school climate |
A safe and secure social and moral climate works against violence including bomb threats |
…you get the total commitment of school principal to the whole-school approach |
Dealing with milder forms of aggression may help reduce or prevent the incidence of serious violence; some methods of intervention such as peer mediation are not effective |
| 8 |
Identifying troubled children, bullies and victims of targeted violence |
Threat assessment training for teachers may help identify possible warning signs of bomb threats |
…principal provides time for teachers to meet together and share information |
Requires principal’s commitment to threat assessment approach, and time away from the classroom for teachers |
| 9 |
Reaching out to parents |
Parent cooperation helps to enforce rules and identify problems in advance |
…schools make their facilities available for after-school activities and other community events where parents are involved |
Rules aimed at preventing bomb threats and violence may appear unnecessary or excessive to parents; their involvement in understanding the rationale of such rules is essential |
| Immediate Responses to a Bomb Threat |
| # |
Response |
How It Works |
Works Best If... |
Considerations |
| 10 |
Recording the threat |
Response team, formed in Response 1, implements bomb threat response plan |
…all procedures in considerable detail with forms and checklists are already provided |
Recording exact details of threat is crucial |
| 11 |
Analyzing the threat |
Seriousness of the threat is assessed so that appropriate action can be determined |
…decisions have already been made by the bomb response team as to what level of threat warrants reporting to police or other type of response |
Depends entirely on Response 1 |
| 12 |
Evacuating the school |
Decision is taken whether to evacuate the school according to seriousness of the threat and local circumstances |
…decision-making procedure and responsibility for making decision has been worked out before hand in the response plan |
Requires school practice of evacuation routes, toolkit for identifying and tracking students, contacting parents etc., all of which would have been worked out in Response 1 |
| 13 |
Locating a bomb |
Response team conducts a search using procedures and materials provided by Response 1 |
…those searching are very familiar with the plan and school premises |
Can be greatly enhanced if preparations for bomb search were made in Response 1 |
| 14 |
Talking to the media |
Positive media relations are established to ensure smooth and accurate communication to parents and community |
…an individual of the response team (Response 1) is the designated media spokesperson and is trained in media relations |
Individuals with media training may not be available in which case a press conference is called and a written statement made, in order to maintain better control over information |
| 15 |
Following up |
Help the school provide support for those who have been traumatized by the incident |
…you contact the National Organization for Victim Assistance |
The response plan should be reviewed and adjusted where necessary |
| 16 |
Placing police in schools |
Police conduct sessions on gang avoidance, conflict resolution, violence reduction |
..done within a broader safer schools program, including extensive dialog with school authorities |
There is a danger that police may be looked to as the disciplinarians thus shifting responsibility for the problem away from the school |
| Response With Limited Effectiveness |
| # |
Response |
How It Works |
Works Best If... |
Considerations |
| 17 |
Implementing zero-tolerance, mandatory suspension |
Student is immediately removed from school |
|
Removing the student does not remove the threat, as threats are commonly called in by students who have a grudge, who may be on suspension or have dropped out |
