There is a date approaching that will surely enshroud our nation in thoughtful remembrance of those who passed and how the innocence of childhood could be shattered in just a blink of an eye. That date, Dec. 14, will commemorate the first anniversary of that tragic day when brave souls were lost at Sandy Hook Elementary School in Newtown, Conn.
There has been much public debate and some consternation after the mourning and most of it has been centered on gun control — the degree that was required to have prevented a mad man from committing atrocities against innocents and the degree to which it is currently lacking. But as a nation the reconciliation between the two has yet to be achieved and as a society we cannot adequately defend the lives of children and their caretakers in our school until there is a more pronounced restriction in arming those who wish to harm others.
So since this achievement holds no promise in materializing soon, what we must do is to initiate protective measures in our public buildings. The goal is to arm those who are charged with watching over our children not with guns, but with procedures, tools and public policy that enables them to create and maintain practical and meaningful measures of safety.
The first area of procedure is the shelter-in-place. Originally used as a term to describe a temporary, emergency measure to protect people in a chemical, nuclear or natural disaster, the dangerous world we now live in has added a new meaning for policy makers. Teachers and administrators can be immersed in a variety of procedures that will allow them to isolate children in relatively protective areas if a building’s security has been compromised by a harmful person.
Closely related to shelter-in-place is the lockdown. Similarly, teachers need to know exactly how to protect our children during dangerous situations and whether to use a partial lockdown, where there is limited movement to a safe building with barricading procedures, or full lockdown, which is isolation and barricading.