Emergency lockdown drills are important, particularly for intruder preparedness on college campuses like St. Louis Community College at Forest Park. However, an unintended dissonance exists in the form of a disquiet that reverberates among individuals on campus when thrust into tense situations like this.
Lockdown drills sometimes affect the mental health of students and employees. We must consider the standardized nature of these drills and their impact on individuals – especially those with mental-health challenges and documented diagnoses – and the unintentional distress they cause. Respecting mental health and rethinking lockdown drills should be a priority in our schools today.
In emergency lockdown drills, many respondents feel helpless and frightened. People should have someone to turn to for help navigating these often unexpected and traumatic events, especially students and employees with unique needs.
We need a more inclusive approach – one that respects the diverse mental-health challenges within the college community.
By acknowledging the unique needs of students and employees adversely affected by the current one-size-fits-all policy, we can strike a balance by implementing a supportive policy that prioritizes their needs and creates a safer environment for all.
I was triggered by a lockdown drill at Forest Park recently, leading to high levels of anxiety and undue stress. I was abruptly notified of the drill while at work, causing immediate panic. I couldn’t be in a closed, locked room with the lights out with complete strangers.
I informed my employer that I would take my break off-campus or go out for lunch and return afterward. However, he insisted that I couldn’t leave and threatened termination if I did. This triggered further anxiety, and I ultimately clocked out, planning to return once the drill was over, but my employer did not allow my return.
This experience demonstrates how these drills can cause trauma for individuals with mental-health challenges. Research in vulnerable populations reveals that exposure to abrupt, simulated emergency situations can exacerbate symptoms.
It is crucial to recognize the mental-health implications of these drills and prioritize the well-being of those adversely affected.
In Rachel Treisman’s article, “Some Lockdown Drills Can Harm Students’ Mental Health,” she explains, “A more inclusive approach involves acknowledging and accommodating the specific needs of individuals with documented diagnoses.”
By humanizing and individualizing lockdown-drill protocols, colleges can ensure that those with mental-health challenges have options to either leave campus temporarily and return when the drill concludes or, if preferred, find a safe space where they can manage their emotional well-being during the exercise. This approach respects the individual’s mental-health needs while still maintaining the overall safety objectives of the drill.
Students should not face disciplinary actions for leaving campus during a drill if they have a diagnosed condition that warrants accommodation. Similarly, employees should be granted flexibility, including the option of taking a break or leaving campus, to manage their mental health during these exercises (Kislin). This would ensure that individuals are not unfairly penalized for circumstances beyond their control.
While advocating for inclusivity, it is important to consider the counterargument that customization might compromise the effectiveness of the lockdown drill. Striking a balance between individual needs and overall safety objectives requires careful planning and communication.
According to protection motivation theory, people are motivated to take action to safeguard themselves against harm based on the weighing of vulnerability, risk (the likelihood of a threat’s occurrence) and potential consequences (severity) against the perceived benefits of engaging in protective behavior, their self-efficacy (the belief that one has the ability to take the actions needed to protect oneself) and response efficacy (whether the actions will be effective in reducing or eliminating the threat).
Therefore, a goal of teaching and practicing emergency preparedness procedures such as lockdowns is to increase beliefs or perceptions about being prepared to engage in protective actions (Schildkraut and Nickerson).
However, when a negative perception of the drill results, students and campuses may not see the benefits of the drill.
Creating a more inclusive approach to lockdown drills at Forest Park is crucial to ensuring the safety and well-being of all individuals on campus. By recognizing the impact on mental health, designing protocols for those with documented diagnoses and implementing supportive policies, the college can strike a balance that prioritizes both safety and individual needs.
It is imperative that institutions evolve their emergency preparedness strategies to create an environment where everyone feels secure, regardless of their mental-health challenges. Perrie Daniell Gibson.
Perrie Daniell Gibson is a Forest Park student who worked for a campus vendor.