Abstract
In the last several years, a widening gap has emerged between public perceptions of school safety and an objective portrayal of school safety based on the research literature. Despite years of data indicating a general decrease in violence at U.S. schools, many in the public believe that just the opposite is true and that schools have become more dangerous over time. The consequences of this belief are increased feelings of stress and anxiety amongst school stakeholders (i.e., students, staff, and families) and increased pressure for schools to enact more and more extreme measures in an effort to improve school safety; this, despite the fact that some of these measures are contraindicated. The purpose of this project is to dispel myths surrounding school safety and empower school stakeholders by highlighting research-based methods and best practices for further improving school safety procedures, namely through the implementation of lockdown protocols. Additionally, this project aims to further enhance the effectiveness of lockdown procedures by providing resources useful in supporting the psychological well-being of students and staff. The literature review published herein includes research highlighting the relative safety of U.S. schools, the rationale behind lockdowns as a safety protocol, as well as indicators of their effectiveness, and research-based strategies for boosting coping skills amongst K-12 students. The literature reviewed was used to develop the LDSO training curriculum, a tool for alleviating stress amongst school stakeholders, while boosting adherence to school safety protocols and boosting psychological well-being.