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An active shooter is an individual actively engaged in killing or attempting to kill people in a confined and other populated area. In most cases, active shooters use firearms and there is no pattern or method to their selection of victims. Active shooter situations are unpredictable and evolve quickly.

All employees can help prevent and prepare for potential active shooter situations. This course provides guidance to individuals, including managers and employees, so that they can prepare to respond to an active shooter situation.

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This course is not written for law enforcement officers, but for non-law enforcement employees. The material may provide law enforcement officers information on recommended actions for non-law enforcement employees to take should they be confronted with an active shooter situation.

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The results were sobering: Active shooter drills in schools are associated with increases in depression (39%), stress and anxiety (42%), and physiological health problems (23%) overall, including children from as young as five years old up to high schoolers, their parents, and teachers. Concerns over death increased by 22 percent, with words like blood, pain, clinics, and pills becoming a consistent feature of social media posts in school communities in the 90 days after a school drill. These findings unveil even more reason to pause before rushing toward active shooter drills as a potential solution to school violence, as evidence suggests that they are causing lasting emotional and physical harm to students, teachers, and the larger community.

This research unveiled alarming impacts of active shooter drills on the mental health of the students, teachers, and parents who experience them. In their current state, active shooter drills threaten the wellbeing of entire school communities over prolonged periods of time, leaving those who are affected in need of continued support to process their aftermath.

Coupled with the above physical and mental health impacts, active shooter drills in schools also appear to spark a period of reflection on guns in schools and planning for the future. In the 90 days following drills, research suggests that online conversations feature significantly more words that show attempts to make sense of why something occurred, references to the past and what will happen in the future, and reflections on the experience itself and what feelings it evoked. This interpretation is derived from social media posts with more complex arguments that are rich with many details and more attributions, temporal references, and perceptions. It also includes a considerable increase in cursing.

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Soon after the shooting at Columbine High School in April 1999, schools began implementing active shooter drills. Soon, districts across the country followed suit. By the 2005-06 school year, 40 percent of public schools drilled students on lockdown procedures. By the 2015-16 school year - three years after the Sandy Hook shooting - that number had skyrocketed to 95 percent. In the 2017-18 school year, more than 4.1 million students endured at least one lockdown.

According to a new report by Everytown for Gun Safety, the National Education Association (NEA) and the American Federation of Teachers, unannounced active shooter drills are a detrimental and unproven school safety tactic.

In addition to criticizing unannounced shooter drills, the report also singles out so-called ALICE drills. ALICE stands for alert, lockdown, inform, counter, and evacuate. During these drills, schools carry out an actual simulation of a shooter situation, complete with pretend intruders who often fire off blanks or rubber pellets.

If shooter drills are to occur, the report recommends they be more thoughtfully designed and implemented. In addition to schools informing parents in advance, and letting student and educators know before they start, drills should at a minimum:

Problem: Active shooter incidents are becoming more common, and although they are still rare compared with other shooting sites, incidents have increased in health care facilities. Agencies such as the Federal Bureau of Investigation, The Joint Commission, and the Emergency Nurses Association have emphasized that an action plan and training are essential for hospital preparedness.

Methods: Planning an active shooter simulation for the emergency department was a complex project and involved collaboration between the hospital's Emergency Management team, simulation staff, security, and ED leadership, which included the educators and clinical nurse specialist. Decisions were made related to appropriate location, equipment, and needs for the functional exercises. Scenarios also were developed with roles for the ED population and actors.

Results: A total of 204 staff members participated in the simulations between August and December of 2016. A survey was distributed to staff who attended the simulation. Ninety-two percent of staff felt more prepared to respond to an active shooter event and reported a 70% improvement in knowledge and preparation. Attendees reported their first response would be to flee the scene (66%), protect patients (15%), hide (7%), fight (6%), and call 911 (4%).

Implications for practice: The active shooter education included a didactic portion, a pre- and postsurvey, and the simulation event. The presentation focused on statistics of active shooters, possible threats, and the concepts of RUN, HIDE, and FIGHT. A Critical Incident Stress Management team member was present to ensure the emotional and psychological health of the participants. The debriefing was a crucial part of the simulation experience so staff could talk about their experience and express their concerns.

In most cases, active shooters use firearms and there is no pattern or method to their selection of victims. Active shooter situations are unpredictable and evolve quickly. Typically, the immediate deployment of law enforcement is required to stop the shooting and mitigate harm to victims. Because active shooter situations are often over within 10 to 15 minutes, before law enforcement arrives on the scene, individuals must be prepared both mentally and physically to deal with an active shooter situation.

The purpose of the course is to identify and practice integration techniques that First Responders and Immediate Responders will use to strengthen overall response, initial scene management, and communications strategies to mitigate an active shooter incident.

This course aims to strengthen the response capabilities of those working in a campus environment in preparation for an active shooter incident. An active shooter incident will test the resolve of First Responders and Immediate Responders. It is critical for these individuals to work together to prevent, mitigate, and respond to an active shooter incident. Participants will examine various techniques and principles that they can use to effectively combat active shooter incidents.

During the course, participants will discuss case studies of past active shooter events, survival techniques, initial patient management, and integrated concepts to mitigate an active shooter incident. Additionally, the course consists of a series of practical scenarios that will test the response capabilities of First Responders and Immediate Responders. The course provides participants with an opportunity to enhance their response skills to improve the chance of survival during an active shooter incident. 2351a5e196