At the beginning of the school day, the “security plan” is usually a thousand small decisions: a parent trying to slip in behind a staff member, a side door left ajar for late arrivals, a delivery person who “just needs to drop something off,” a substitute who isn’t sure where to check in. On paper, the front entrance might be locked, and the buzzer system might work perfectly. In real life, school security is won—or lost—in these small moments.

As a father of two children, K–12 security is a personal issue close to my heart. It is something I think about through the lens of everyday school routines, staff workload, and the trust parents place in schools each day.

That’s why I often say the biggest gap isn’t whether the front door is locked. It’s whether a school can consistently control and verify who has access at every entrance, all day.

When incidents and near-misses happen, the breakdown is rarely dramatic. It’s predictable.

Doors are propped open during drop-off or pick-up because it keeps things moving. People “tailgate” behind someone with a badge because it feels impolite to stop them. Contractors and vendors are given broad access because they’re familiar. Staff roles change, but credentials aren’t updated promptly. In many schools, those decisions aren’t viewed as part of a security system, they’re viewed as everyday logistics.

The problem is that logistics are the system.

This is also why buzzer systems and single-point entry designs can create a false sense of security. If the building’s routines don’t match the controls, the controls get bypassed in ways that feel harmless—until they aren’t. Security technology only works when the onboarding, expectations, and day-to-day habits around it are clear enough that people can follow them under pressure.

There’s another issue that rarely gets attention: many security tools sit in silos. Access control, visitor sign-in, cameras, and alarms often operate as separate systems with separate dashboards and separate owners. When those tools don’t “talk” to each other, schools lose valuable context.

A badge used at an unusual door may not prompt a check. A door that’s repeatedly opened at odd times may not be reviewed. A visitor who couldn’t be verified at one point of entry may not raise flags elsewhere. These are the kinds of early signals that can be missed when information is fragmented.

When systems are connected, the goal isn’t to turn schools into high-security environments. It’s to reduce blind spots and speed up response in a way that supports a normal school day. Connected information helps staff spot problems sooner and act earlier—before an issue becomes an incident.

The most effective approach I’ve seen is not “more hardware.” It’s consistency: clear expectations at the busiest moments (arrival, pick-up, lunch deliveries, after-school programs), straightforward onboarding for every adult who enters the building, and permissions that are reviewed and updated so access matches roles.

Teachers and school staff already carry enough. A strong security program should make the day smoother, not add friction. Because in the end, the strongest security isn’t a locked door. It’s a school that can confidently answer, at any moment: who is in the building, why they’re there, and how we know.

The post The Small Moments That Undermine School Security appeared first on TEACH Magazine.

Gone Before You Knew Me is a book that I wrote as a teacher, for both students and other teachers. It’s a satirical spy thriller about a girl trying to make it out of high school alive. The story is completely fictional, but it speaks to real fears in an age where students and staff are drilled in “run, hide, fight” scenarios as a matter of course.

My teaching career began ten years ago in a Pennsylvania high school, with two days of active-shooter response training that included hands-on instruction in trauma first-aid. I remember taking my turn with the Mannequin Man. Wrist-deep in the dummy’s chest cavity, stuffing it full of an old T-shirt, I wondered and worried about how I would act in a real crisis. Would I have the guts to put my hands into real guts to keep someone from bleeding out?

I was certified in English and German. I had signed on to be a language teacher, not a tactical team leader. Although I appreciated the training, it left me feeling more overwhelmed than prepared.

We were also encouraged to be flexible and creative in our response to threats. For example, we could throw balls of wadded-up paper to distract an armed assailant. With a background as a freelance writer, I knew what to do with paper. The old admonition “use your words” came to mind.

I took all those mixed feelings and impressions and channeled them into a character named Talya, who would become the protagonist of my book. She starts off scared but gets strong. In some ways this is a typical nerd-to-ninja coming of age story, but it was important to me that her mind remains her sharpest weapon. (Although, without spoiling the plot, a pointy pencil has its uses!)

I am a firm believer in public education but am also aware of its challenges. By writing a story removed from real life, I was able to exaggerate and gently poke fun at things like the omnipresence of glib motivational posters. I created my own nonsensical ones: “Dream big. Work bigger.” I could also point out inequities in funding: “Ironically, the state of the arts had allowed the basement of the school to be turned into a state-of-the-art facility dedicated to football.”

While I channeled the frustrations I sometimes felt as both a student and educator, the novel also highlights the impact an engaged teacher can have. Ultimately Talya’s lessons in civics class have real-world consequences for her whole school.

Teachers continue to influence me. Not just those who encouraged me in school. As a writer, I rely on mentors, workshop instructors, and organizations for feedback and growth. I belong to the Adirondack Center for Writing and the Authors Guild, and read widely about industry news to stay informed about the state of publishing. Every experience, good or bad, has taught me something as well, or provided fodder for a story.

Writing Gone Before You Knew Me was a way to turn feelings of helplessness into humor, and I hope readers of all ages will recognize their own fears as well as their own courage in it.

Gone Before You Knew Me will be released in February of 2026. It is listed as one of Indigo’s “Most Anticipated Books” and is available now for preorder at independent bookstores and all retailers.

The post New YA Novel Shows How Fiction Conquers Real Fears in the Age of “Run, Hide, Fight” appeared first on TEACH Magazine.

• Develop a disaster response plan ahead of time that includes an assessment of the local climate risks. The plan should clearly define roles, actions, and communications protocols before, during, and after a disaster. Lessons from previous disasters also noted the need to regularly practice the plan through drills and exercises.
• Build relationships with community organizations so schools can act as resource hubs during disaster recovery, if needed. Schools often serve as community centers and need to be prepared to address student needs beyond academics, including helping with housing support, mental health, and access to further resources. Building partnerships in advance of a disaster is critical to ensuring needs are met, school staff are not overwhelmed, and that they are able to respond quickly.
• Restore student routines as soon as possible, and continue daily rituals. Predictability and stability are critical in helping students recover from a traumatic event like a natural disaster. Re-establishing school norms and daily rituals helps restore a sense of normalcy that supports emotional well-being and academic recovery.
• Address first-order needs before focusing on academics. Addressing trauma, unmet needs, and teacher well-being must come first before academic recovery can effectively happen.

“This new playbook is the second part of our research into the impacts of extreme weather events on teaching and learning,” said Dr. Megan Kuhfeld, Director of Growth Modeling and Analytics at NWEA. “The first report we released this past summer felt unfinished without looking at what districts can do to better prepare for future disasters and how best to support students and teachers through the recovery phase and beyond. This playbook is a collection of insights drawn from lessons in resilience from districts that have faced disasters and what they did to recover.”

Beyond preparation and immediate recovery, the new playbook outlines long-term strategies to support school communities over the years it may take to fully recover. These recommendations call for a multi-tiered approach that accounts for both the severity of the disaster and underlying community vulnerabilities, while providing additional academic support to help students make up for the lost instructional time.

Read the full report here.

About NWEA

NWEA^® (a division of HMH) is a mission-driven organization that supports students and educators in more than 146 countries through research, assessment solutions, and professional learning. Visit NWEA.org to learn more about how we’re partnering with educators to help all kids learn.

The post New Report Outlines How Schools Can Prepare for Weather-Related Learning Disruptions appeared first on TEACH Magazine.

School safety planning must account for all emergencies—not just the extreme. Everyday medical emergencies occur far more often. While most people think of lockdowns when they hear “school safety,” it’s also critical to plan for situations like seizures or cardiac arrest. In these scenarios, the right protocols and technology can save lives.

I’ve seen this firsthand in the School District of Lee County, where I’ve taught for 25 years. One incident stands out.

A few years ago, we were reciting the Pledge and observing a moment of silence when a student suddenly collapsed. I rushed over and began checking for signs of medical emergencies we are trained to look for. At first, I thought it was a seizure, but her symptoms signaled a more serious emergency. 

Schools must prepare for medical incidents like this. Approximately 1 in 25 high schools have a sudden cardiac arrest incident each year. Fortunately, our district trained us on a tool for exactly this situation: CENTEGIX wearable panic buttons—a badge all staff wear that can immediately alert for help and provide your precise location.

I pushed it three times and within moments, our coaches, nurses, and SRO arrived. They quickly brought over the AED and knew exactly what to do. They performed CPR and used the AED until EMS arrived.

It was a scary situation, but thanks to the immediate response, the student survived. If this had happened somewhere without AEDs and rapid response tools, the outcome could have been very different. Compared to people who don’t receive CPR, those who receive CPR within two minutes are 81% more likely to survive.

In this incident, we had wearable panic buttons, CPR-trained staff, AEDs, and a highly coordinated safety team. This should be the case in every school. 

How Can We Strengthen Medical Emergency Preparedness?

Here are four considerations to keep in mind:

• Train for Medical Emergencies: Train staff to recognize and respond to medical crises such as sudden cardiac arrest, seizures, or allergic reactions. Cover who is CPR-certified, how to summon help, and medical equipment locations.
• Encourage CPR Certification: Offer CPR training for teachers and staff and encourage participation. In an emergency, anyone may be the first responder—the more people who can help, the better the outcome.
• Provide Wearable Panic Buttons: Wearable panic buttons for teachers and staff can quickly send help to the exact location of the incident by mapping the alert location. Pressing my badge immediately brought trained staff to my classroom. The button was simple to use and gave me a sense of calm. As a teacher, anything can come at you throughout the day, but with a wearable panic button, it feels like you have backup. 
• Map AED Locations: In our district, all medical devices are mapped, giving responders the exact location of the closest medical equipment. 

Today, because of our response, the student who collapsed is thriving. Schools can’t predict medical emergencies, but they can prepare to respond. Training staff, teaching CPR, providing wearable panic buttons, and having AEDs available can save lives.

The post School Safety Plans: 4 Ways Districts Can Prepare for Everyday Medical Emergencies appeared first on TEACH Magazine.

Schools that keep families informed about safety measures create more trust and support. According to Gallup, 44% of K–12 parents fear for their child’s safety at school. These fears can impact issues like chronic absenteeism, academic recovery efforts, student engagement, and more.

To create a culture of safety and help parents feel confident sending their children to school, school leaders must communicate with families about the safety measures that are in place—regularly and proactively, not just in a crisis.

As Superintendent of Schools for Westbury Union Free School District in New York, I understand how important it is to have a comprehensive safety plan. I am an advocate for implementing innovative school safety technology to ensure we’re prepared to respond to any emergency quickly and efficiently—no matter the magnitude.

In fact, my district was one of the first in New York to adopt the CENTEGIX Safety Platform, which equips every administrator, teacher, and staff member with a CrisisAlert panic button worn behind their district ID badge. When activated, the precise location of the emergency leads responders directly to where they are needed.

However, simply having systems in place doesn’t make families feel safer if they aren’t informed. It’s vital to regularly communicate with families about school safety efforts, making sure everyone is aware of the many layers of security in place. This reassurance for families contributes to maintaining good attendance and building stronger, more successful districts.

How to Talk About Safety

According to a recent school safety survey, 84% of educators believe that school safety directly impacts student achievement. Safety is everyone’s responsibility—from custodians to counselors, teachers to principals.

It’s imperative that school leaders let families know their district is committed to keeping students safe. Here’s how they can start:

1. Get Buy-In from Influential Groups: Before rolling out new safety tools like CENTEGIX, we engaged with our staff and union leaders to make sure they were comfortable with and informed about the technology. We also provided demonstrations to help families understand how the system works and how it can save lives.
2. Treat Families as Partners in Safety: Families are our partners in educating children. Inviting them to be a part of the school community and encouraging their participation in creating a culture of safety builds trust and confidence in the district.
3. Use a Variety of Platforms and Channels for Communication: Social media can be effective for sharing educational messages about technology updates for school safety. Providing regular updates on overall efforts helps keep families informed. Including visuals also helps to make this information more engaging.
4. Translate Messages into Families’ Home Languages: Effective communication is inclusive. To reach all families, it’s important to ensure that the message does not get lost in translation.
5. Regularly Seek Feedback: Offer opportunities for community members to share their feedback. This allows districts to understand their community, how they can make people feel safer, and how people feel about the overall safety culture.

The Importance of Student Voices

Oftentimes, districts look for feedback from educators, but very rarely do they ask students. In my district, we seek feedback from students through the Superintendent Student Advisory Council (SuperSAC). It allows me to hear directly from students about their experiences, ideas, and concerns. Their voices help guide my decisions and ensure that the work we do as a district reflects what our students truly need.

By listening to students, I can better understand potential safety concerns, whether related to building security, bullying, or emotional well-being. This allows us to take action to create a safer, more supportive environment for every student in our schools.

When children feel safe, they can focus on academic success and social opportunities, and when families are informed, engaged, and included, they’re more likely to feel confident sending their children to school.

Regular communication with families helps support a variety of goals, including improved attendance, stronger community trust, and better academic performance. Building a strong culture of safety means going beyond crisis communications—it’s about everyday transparency and inclusion.

The post The Secret to Thriving Schools? Parents Who Feel Safe and Heard appeared first on TEACH Magazine.

Recently, I was visiting an elementary school just as recess was ending. The bell rang, but the transition back to class was anything but smooth. Some kids wandered slowly toward their line-up area, others dashed straight into classrooms, and a few just kept playing, ignoring the bell altogether.

The kids in line waited and waited for their teachers to show up, but soon grew restless and began pushing and shoving each other. Several students simply gave up and sat down, while others drifted back toward the playground. The supervision staff made repeated attempts to restore order, but their efforts were in vain until the teachers finally arrived.

Later that day I watched the same students head to the cafeteria for lunch. Half of one fourth-grade class was milling around outside the room while the other half was still inside. Other groups walked past in loud, unsupervised clumps. Then, one teacher opened her door and, without warning, her entire class bolted through the shrubbery toward the cafeteria, mowing down little kids along the way.

It might sound like a small thing, but these chaotic moments point to something much bigger: the need for clear, shared routines that help kids feel safe, seen, and ready to learn. With over 25 years in education—as a school social worker, district-level director, and now international consultant—I’ve seen how something as simple as lining up can bring clarity, consistency, and connection, benefiting not just students, but staff as well.

Lines Still Matter—More Than We Think

Lining up has stood the test of time in schools for good reason. It’s a simple, effective routine that supports smooth transitions, shared expectations, and a sense of calm. In today’s busy, often unpredictable school environments, lines offer something timeless: predictability, safety, and a shared sense of direction. Ultimately, this class management technique isn’t just about order; it’s about creating a place where kids can settle, feel secure, and get back to the business of learning.

Lines are sometimes dismissed as old-fashioned or unnecessary, but in fact they still have many benefits.

1. Calming the chaos and keeping transitions smooth

One thing I often say to teachers I work with is: “Transitions are not your friend.” Transitions are where chaos and disorder live and thrive. Any time kids move from Point A to Point B there are opportunities for problems, particularly in younger grades where it can be difficult to adequately keep track of students unless they are in an orderly line.

The lack of direct oversight can cause inappropriate behaviors to rear their ugly heads. Think about it—whenever you hear of bullying at school, it’s almost always during these unstructured times when adults are not closely supervising. Lining up helps students shift from one activity or space to another with clarity and purpose, reducing confusion and off-task behavior.

2. Promoting safety and school security

When students are passing through hallways in orderly lines, it’s immediately clear that these children out of class belong to a group and are not simply roaming the halls unsupervised. The chances of a child wandering off diminishes. A clear, organized line also makes it easier for staff to account for students during transitions, emergencies, or drills.

Similarly, if classes are moving around the school in lines, it is easier to distinguish who belongs from who does not. A stranger on campus becomes much more noticeable, as someone wandering around on their own immediately looks out of place.

3. Fostering a sense of belonging and shared purpose

One often overlooked benefit of lining up is how it helps individual students feel safe and connected at school. Recently, my younger sister—now an adult—shared that she had been incredibly anxious as a child, especially in her elementary years. One thing she said really stuck with me: “At least when there was a line, I knew where to go. I understood we were going to the library or to recess. It made me feel more secure, knowing I was in the right place.”

For students like her, something as simple as lining up offers reassurance and direction. Moving together as a group—whether to lunch, recess, or class—creates a shared rhythm and reinforces the feeling of being part of a community.

4. Creating predictable structures

Students thrive on clear expectations and routines. Predictable transitions like lining up reduce the mental load of constantly figuring out “what’s next,” especially in a school day filled with different environments, rules, and demands. When students know what to expect, they feel more at ease.

Lining up also offers a chance for students to practice respectful movement: waiting their turn, being aware of others, and using a calm voice. These small moments of structure reduce chaos and help students feel safe and grounded—which ultimately allows them to connect, bond, and learn.

Do’s and Don’ts

As you prepare your school for clear routines and procedures around lining up, here are some things to consider:

• DO lead lines with an adult: When transitioning students to a new location, such as outside for recess, the teacher should walk their students all the way there, until they are sure another adult is present to supervise. Later in the year, older classes may earn the privilege of walking independently, while the teacher watches them from the doorway. If they are quiet and respectful, they can keep this privilege. If not, it can be revoked.
• DON’T let students walk without a teacher: By simply excusing kids directly from your classroom to recess, this sends a message that the playground starts right outside the classroom door. Instead, walking students all the way to the play area makes it clear that behavior expectations in the hall are different than expectations on the playground.
• DO consider creating a central location to line up: Having one main gathering place on your school campus is useful for everything from before school, to after recess, to school assemblies—as well as for emergencies. The location could be a section of the blacktop, a grass area, or even the auditorium. This gathering place creates a sense of school community and allows everyone to see each other, making it easy to tell who is there and who is not.
• DON’T try to teach a new routine for every event: Utilizing one central location for most events keeps you from having to teach too many routines, and is better for kids who already find school overwhelming. Just keep it simple. It organizes the chaos.
• DO arrive on time to pick up students in line: Yes, this means rinsing out your coffee cup before the bell rings and making your way to the playground on time.
• DON’T make kids wait more than one to two minutes in line: It may sound extreme but hear me out. Realistically, students have trouble standing still for even short periods of time. It only takes a minute or two of waiting in line for kids to start joking around, bumping and jostling each other, and so on, even if the yard supervisors are present. By the time the teacher arrives, the class is a mess. “He touched me!” “She cut in line!” While lines do create order, making kids wait too long leads to the opposite. Make a schoolwide agreement that all teachers will arrive to pick up their students within the first two minutes of the bell ringing.
• DO conduct a quick check-in with the class: Once you’ve arrived to pick up your class, walk along the line and greet the students. Ask how recess went. This is a quick and easy way to hear about any issues that came up during the break and, hopefully, resolve them immediately. The underlying goal here is to orient students from playtime back to learning time.
• DON’T line up by gender: When I was a kid, boys were told to stand in one line and girls in the other. In order to make all students feel comfortable, regardless of their gender, this is a non-starter. If you must have two lines (due to space or another reason), either let kids choose, or assign lines alphabetically, by table group, or some other more objective way. 
• DO consider all your transitions: Kids should transition around the school in a single line, with their teacher, every time they move from Point A to Point B; from class to lunch, lunch back to class, to the playground, to the bus, etc. Be aware of any time students are leaving the classroom as a whole group, and make sure they are walking in a line.

Lines may seem like an obvious class management technique to some, whereas others may view them as a more antiquated practice, but the truth is that having students line up helps to establish a sense of safety, structure, and belonging at school. When we build predictable routines, we make space for students and teachers to focus on what matters most: learning and connection.

If you’d like to dig deeper, check out my short video “Why Walking in Line is Good for Students and for Schools,” and feel free to share it with your colleagues. Even better, bring it to your next staff meeting and start a conversation about how to improve transitions schoolwide. The more we align around simple, supportive practices like this, the more we create schools that are calm, connected, and truly restorative for kids and adults alike.

The post Why Lining Up Is Good for Students (and Schools) appeared first on TEACH Magazine.

CENTEGIX solutions are utilized by 800+ school districts nationwide, including 71 of the 250 largest U.S. school districts. The flagship of the CENTEGIX Safety Platform is CrisisAlert, a wearable panic button solution with dynamic incident mapping. Safety Blueprint displays digital campus maps and school safety assets, and provides real-time locating features for incident response and Visitor Management, which CENTEGIX recently innovated to offer more check-in versatility and efficiency.

Key 2025 Report Findings Include:

• Most safety incidents occur outside of the classroom, underscoring the importance of campus-wide coverage. Nearly 60% of incidents occurred outside the classroom—in spaces like hallways, parking lots, and sports fields—highlighting the importance of precise location information in reducing response times. And in situations when a campus is under threat, the need for dense coverage of multi-sensory emergency notifications maximizes adherence to safety protocols.
  
• Data-informed school safety decisions are driving positive change. Districts are leveraging alert data to reduce suspensions, optimize staffing, deploy resources, guide professional development, and build community trust. Behavioral incidents accounted for 88% of all alerts, reinforcing the system’s value in managing day-to-day safety. In Missouri’s Normandy Schools, for example, suspensions dropped by 81% over three years, a shift attributed to proactive, data-informed de-escalation supported by CENTEGIX insights.
  
• Digital mapping legislation is accelerating nationwide. With 23 states passing or introducing legislation mandating digital campus mapping, more district leaders and legislators are recognizing the value of precise location information in improving emergency response times and situational awareness for responders. Studies have shown that a significant number of life-threatening emergencies occur on school campuses each year, highlighting how critical it is for first responders to have situational awareness of the location of the emergency and the nearest safety devices.
  
• Integrated safety systems are now expected. Districts and policymakers are demanding interoperable safety solutions that work seamlessly to facilitate a safety ecosystem, from visitor management solutions and access control to video surveillance and intercoms.

“We’re working with hundreds of K–12 districts across the country to protect schools by providing the most comprehensive, proven safety technology every day,” said Brent Cobb, CEO of CENTEGIX. “Superintendents are increasingly framing safety as a strategic priority and the foundation of an environment conducive to teaching and learning. The CENTEGIX Safety Platform with CrisisAlert wearable panic button technology is more than just a solution to compress time in emergency response—it supports every stakeholder, from teachers to administrators to school resource officers, in doing their jobs more confidently and efficiently.”

With CENTEGIX, K–12 teachers and staff are empowered to respond to any incident—from the everyday to the extreme—anywhere on campus. To learn more about 2025 School Safety Trends: Together, Training and Technology Save Lives, download the full report.

About CENTEGIX

CENTEGIX is the industry leader in wearable safety technology for K–12 education, with nearly 700,000 badges in use. The cloud-based CENTEGIX Safety Platform initiates the fastest response time for emergencies campus-wide. Leaders in over 15,000 locations nationwide trust CENTEGIX’s innovative safety solutions to empower and protect people (every day). To learn more about CENTEGIX, visit www.centegix.com.

The post New School Safety Trends Report Shows Training and Technology Are Saving Lives in U.S. Schools appeared first on TEACH Magazine.

CENTEGIX solutions are utilized by 800+ districts nationwide. The flagship of the CENTEGIX Safety Platform is CrisisAlert, a wearable panic button solution with dynamic incident mapping. Safety Blueprint displays digital campus maps and school safety assets and provides real-time locating features for incident response and visitor management.

Key Highlights

• Over 10 million people across the U.S., including students, educators, and staff, are protected by CENTEGIX. There’s a 45% increase in users since January 2023.
  
  
• Educators and staff initiated over 183,000 alerts this school year. This indicates a 40% increase compared to the previous year—suggesting a shift away from mobile phone apps to wearable panic buttons by staff members.
  
  
• 99% of all alerts are for everyday emergencies, such as medical and behavioural incidents. Campus-wide incidents such as lockdowns and shelter-in-place continue to represent a small percentage of total alerts.
  
  
• More than 50% of school safety incidents occur outside the classroom such as hallways, parking lots, or sports fields, highlighting the importance of precise location information for an emergency response system. First responders need to know exactly where help is needed to reduce response time.

Prioritizing Safety

“We’re working with hundreds of districts across the country to improve school safety, and our technology continues to have a significant impact on everyday incidents and emergencies. The badges are used by staff every day to de-escalate altercations, to get life-saving devices to medical emergencies, and to provide staff with support when it’s needed,” said Brent Cobb, CEO of CENTEGIX.

“The kind of incident response solution you equip your staff with can significantly impact the outcome in a crisis situation. Schools across the U.S. have recognized the power of a multilayered approach to safety, choosing the CENTEGIX Safety Platform as the foundation for their school safety plan. Our platform is accelerating responses to emergencies and saving lives in the process.”

Meade County School District, KY, Teacher Michele Miller describes their first event that occurred two weeks after CrisisAlert was implemented. “There were probably about four of us in the general area of where this [emergency] occurred, and I think all four of us ended up pushing our button and within a matter of seconds, three administrators showed up at the location, directly at the location and took over the situation. I’ve been here 18 years, that just doesn’t happen, that’s the quickest response I’ve ever seen.”

With CENTEGIX, K–12 teachers and staff are empowered to respond to any incident—from the every day to the extreme—anywhere on campus. Learn more about 2024 School Safety Trends: Saving Seconds Saves Lives and download the full report.

About CENTEGIX

CENTEGIX is the industry leader in wearable safety technology for K–12 education with over 600,000 badges in use. To learn more about CENTEGIX, visit www.centegix.com.

The post Technology in Schools: New Report Outlines K–12 School Safety Trends appeared first on TEACH Magazine.

In recent years, and specifically in response to school shootings carried out by students, the mental health of students and the accountability of school systems are being scrutinized. Oftentimes, and after the fact, it has been found that school shooters have been communicating their thoughts in unconventional ways—such as through sinister drawings, particularly in journals.

As a school psychologist for a public school district, I know that teachers are currently under an increasing amount of pressure to recognize the signs of these potentially dangerous students. I am often on the receiving end of scenarios in which a teacher’s concern has sounded the alarm; they’ve encountered a student’s questionable drawing, and the student has been identified with needs beyond the scope of the general classroom setting.

The post The Art of Communication: Interpreting Student Drawings appeared first on TEACH Magazine.

By Alex Newman

Violence in schools can exist in many forms: students attacking teachers, violence between students, and individual violent outbursts. In this article we’ll take a look at some different causes of violence, why the number of incidents is increasing, and what to do about it.

First let’s define workplace violence. According to the Occupational Health and Safety Act, it is “the exercise (or attempt) of physical force by a person against a worker in a workplace that causes or could cause physical injury to the worker.”

The post Failure to Communicate: Ending School Violence appeared first on TEACH Magazine.