[Solved] Literature HOMEWORK

Assignment Prompt & Instructions

**files (6)**

– ## HSE490ASSIGNMENT7INSTRUCTIONS.docx

– ## HSE490ASSIGNMENT7GRADERUBRIC.pdf

– ## HSE490ASSIGNMENT6CHAPTER4.docx

– HSE490Assignment3Chapter1.docx
– HSE490ASSIGNMENT4Chapter2.docx
– HSE490ASSIGNMENT6CHAPTER3.docx

**## HSE490ASSIGNMENT7INSTRUCTIONS.docx**

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| Hide Assignment Information |
| Turnitin™ | |
| This assignment will be submitted to Turnitin™. |
| Instructions | |
| **By the end of the week, submit and present the oral presentation of your  research findings.**<br>Prepare  a slide and oral  presentation  presenting the findings of your research project<br>Assignment Requirements<br>· A minimum of  eight slides (e.g., PowerPoint) of substantive  content, not including a title slide and a reference slide.<br>· A digitally recorded  (video/oral) component of between 10-15  minutes.<br>· Use authoritative resources and data to support your presentation.<br>For tips on preparing and delivering your presentation be sure to review the resources provided in Week 7. |

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**## HSE490ASSIGNMENT7GRADERUBRIC.pdf**

Oral-Video-Slide Presentation for the Capstone Project
Course: HSE490 Supervised Senior Project

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Meets

Assignment

requirements

/ 18Excellent develop-

ment of presenta-

tion and has strong

content on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 or 2

slides for the

Introduction, 2

slides for Literature

Review, 1 or 2 slides

for Methodology

and Results, and 2

or 3 slides for

Discussion,

Conclusions and

Recommendations.

Above proficient de-

velopment of pre-

sentation and has

mostly strong con-

tent on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 or 2

slides for the

Introduction, 2

slides for Literature

Review, 1 or 2 slides

for Methodology

and Results, and 2

or 3 slides for

Discussion,

Conclusions and

Recommendations.

Proficient develop-

ment of presenta-

tion but lacks some

content on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 slide for

the Introduction, 2

slides for Literature

Review, 1 slide for

Methodology and

Results, and 2 slides

for Discussion,

Conclusions and

Recommendations.

Development of

presentation and/or

content on research

findings is lacking

throughout. The

presentation is ap-

proximately less

than 10 minutes in

duration.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 1/4

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Voice and Tone / 18

Content and

Support

(Research and

Analysis Skills)

/ 18

Extremely clear and

specific use of lan-

guage and images;

extremely good use

of volume, speed,

and inflection; ex-

tremely good use of

references; ex-

tremely persuasive

argument.

Clear use of lan-

guage and images;

good use of volume,

speed, and inflec-

tion; good use of

references; persua-

sive argument.

Adequate use of

language; controlled

volume, speed, and

inflection; minimal

use of references.

Adequate use of

language; read from

presentation; lacks

use of references.

No submission = 0

points

An abundance of

material clearly re-

lated to the research

is presented. Points

are clearly made,

and evidence is used

to support the

points. Excellent vi-

suals that are tied

into the overall

story of the

presentation.

Sufficient informa-

tion with many good

points made, un-

even balance and lit-

tle consistency.

Appropriate visuals

are used and ex-

plained by the

speaker.

There is a great deal

of information that

is not clearly inte-

grated or connected

to the topic. Visuals

are used but not ex-

plained or put in

context.

Goal of research un-

clear, information

included that does

not support the

topic. Little or no vi-

suals, too much text

on slides. Presenter

simply lectures to

audience.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 2/4

Total / 90

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Organization / 18

Mechanics:

Spelling, gram-

mar, punctuation

APA style

/ 18

Introduction of

speaker; extremely

clear and concise

overview of topic;

extremely clear tie-

in to the benefits to

the audience.

Introduction of the

speaker; clear over-

view of the topic;

clear tie-in as to the

benefit to the

audience.

Introduction of the

speaker; provides an

adequate overview

of the topic; pro-

vides an adequate

tie-in as to the ben-

efit to the audience.

Introduction of the

speaker; lacks ade-

quate overview of

the topic; lacks an

adequate tie-in as to

the benefit to the

audience.

No submission = 0

points

Presentation has no

misspellings or

grammatical errors.

Presenter uses

terms correctly and

comfortably.

Presentation has no

more than two mis-

spellings and/or

grammatical errors.

Presenter uses cor-

rect terminology,

but may stumble in

delivery.

Presentation has

three or more mis-

spellings and/or

grammatical errors.

Presenter must look

up correct terms to

be comfortable.

Presentation has

many spelling

and/or grammatical

errors. Significant

problems with cor-

rect and comfort-

able use of appro-

priate terminology.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 3/4

Overall Score

Honors
81 points minimum

Satisfactory 1
72 points minimum

Satisfactory 2
67.5 points minimum

Unsatisfactory
58.5 points minimum

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 4/4

**## HSE490ASSIGNMENT6CHAPTER4.docx**

2

Joshua Casey

National University

HSE490: Supervised Senior Project

Professor Bruce Reaves

April 11, 2026

Chapter IV: Discussion, Ethical Issues, and Recommendations

Introduction

This chapter aims to interpret the results of the structured review and to describe their implications for emergency preparedness in public high schools during an active threat. Chapter three demonstrated that training is linked to greater readiness-related outcomes, that protective actions can affect the outcomes of casualties, and that the quality of communication and implementation can also affect preparedness practice. Nevertheless, it was also demonstrated that readiness, response performance, and casualty reduction are distinct concepts. This chapter thus goes beyond reporting findings and gives them practical meaning, ethical implications, and value to local school districts. The discussion focuses on the conclusions, ethical concerns related to school safety, and recommendations to enhance preparedness and minimize the risk of further damage.

Discussion of Conclusions

The main finding of this project is that emergency preparedness plans can be effective only when they develop into operational capacities that school personnel can use under stress. Kerr (2024) explains that emergency management in schools does not follow a single written plan or a single drill cycle to support this conclusion (pp. 1 – 3). Rather, it is mitigation, preparedness, response, and recovery, where preparedness entails schools developing plans, practicing them, and enhancing preparedness before a crisis occurs (pp. 1 – 3). This framework is significant as it explains that preparedness is just a component of a larger emergency management process. It also helps explain why the results in Chapter Three did not support a simplistic conclusion that more drills are the solution to the problem. Schools should have a system that links planning, practicing, communicating, and recovery, rather than relying on a single activity like lockdown drills. This interpretation helps to show the study thesis that the actual tests of preparedness effectiveness are measurable staff readiness and response performance.

The second conclusion is that school preparedness should be assessed, in part, by its performance when systems are put to the test. This is evident in the trauma-informed critical incident review of the Robb Elementary School shooting in Uvalde, Texas, as shown in Naturale (2025). The article states that the officers arrived at the school promptly. However, the response was grossly inadequate, victims were still with the shooter, and a lack of coordinated tracking, trauma support, and timely communication caused further damage to students, staff, families, and responders (pp. 821 to 823). This is important because it shows that the availability of personnel and procedures does not necessarily translate into effective response performance. A school or response system might seem ready on paper, but still breaks down in practice when communication breaks down, the command is not clear, or the responders fail to adhere to the fundamental response instructions. The results of this project thus indicate that successful preparedness should be measured not just by what the schools claim they would do, but also by whether the system can function coherently during a rapidly evolving incident.

The third conclusion is that preparedness practices should be approached with care, as they can be used to promote safety and institutional legitimacy. Levinsky (2022) claims that lockdowns are not merely neutral safety measures. He proposes that they are a combination of pastoral care and risk management, and that they change the politics of blame and responsibility in schools (pp. 339-340). He further notes that risk management practices can sometimes reflect organizational legitimacy and responsibility framing rather than the ability to respond creatively and effectively (pp. 340-341). This explanation is highly applicable to the current research, as it helps explain why observable preparedness measures might persist even when their effectiveness is not yet fully determined. One reason a district may implement or highlight some practices is that they demonstrate its diligence toward the people. The value of this conclusion lies in the fact that schools should be wary of symbolic readiness, in which the semblance of action takes the place of more challenging efforts to improve the quality of training, communication, and coordinated action.

A fourth finding is that districts should have realistic, scalable preparedness programs that enhance response capacity without impractical resources. This is shown in the Protect Our Kids program by Tobias et al. (2021), in which 1018 educators were trained in a joint 90-minute course that combined critical incident response with hemorrhage control, and then received bleeding control kits and educational materials (pp. 1-2). The authors conclude that collaboration among trauma centers, law enforcement, and school systems is effective for large-scale training, and they add that the program was rated highly by both trainees and trainers (pp. 1, 4). This research is relevant to the current project as it demonstrates that realistic preparedness can be developed through school-based alliances rather than through abstract policy statements alone. It also extends the concept of response performance by demonstrating that life-saving action can involve both immediate medical responses following an attack and protective action during an attack. This meaning implies that local districts must consider preparedness as a coordinated capability encompassing threat response and post-injury care.

Ethical Issues Connected to School Safety

The responsibility to safeguard students and staff without causing them unnecessary psychological harm is a significant ethical concern in this project. Naturale (2025) demonstrates that a trauma-informed lens was applied in the Uvalde critical incident review solely to prevent traumatization of victims, families, responders, and even the review team. The team did not use gratuitous gory detail, did not include the shooter's name in the report, personally informed families, and published the final report in English and Spanish before it was released publicly (p. 827). These activities are important because they demonstrate that safety work is not complete at the end of the shooting. Communication, review, and recovery practices may either facilitate healing or exacerbate injury. School districts must ensure that preparedness includes planning for post-event communication, family notification, culturally sensitive support, and mental health care. A district that only plans lockdown or evacuation but does not plan trauma and recovery would not be fulfilling its full obligation to the affected.

The second ethical concern is the way schools strike a balance between protective power and compassion and care. Levinsky (2022) states that the lockdown alters perceptions of school safety and places educators in a position where they must adhere to protocol while also fulfilling broader duty-of-care obligations (pp. 339-340). He subsequently notes that pastoralism is yet to be eliminated in schools, despite the growth in risk management, implying that teachers continue to be expected to look after students within compliance-based safety systems (p. 354). The importance of this is that it points to the ongoing ethical conflict in active threat preparation. When schools become overly dependent on strict procedures that fail to account for developmental, relational, and emotional realities, they might end up objectifying students rather than protecting them. The results of this project thus indicate that ethical preparedness must be both procedurally clear and humane. Schools have to be ready to face the risk without letting the logic of risk management prevail over the educational obligation of care.

Equity in access to preparedness information and support is a third ethical concern. Naturale (2025) specifically suggests that emergency information should be provided in English and other common languages in communities where English is not widely spoken, and that this information should be delivered in safe, confidential, and trauma-informed ways (p. 830). This suggestion is important as not every family is equally impacted by communication failures. The already vulnerable families may be further isolated during and after a crisis when there are language barriers, stigma, or exclusion of information. The moral implication for high schools in the general population is that preparedness is not fair or complete when communication plans presuppose a single language, a single cultural norm, or a single pattern of help-seeking. It is the role of schools to make sure that emergency communication and recovery services are available to the entire community.

Recommendations for Local School Districts

The first recommendation is that the local districts are advised to plan emergency preparedness based on a comprehensive emergency management model, rather than as a single drill compliance. According to Kerr (2024), mitigation, preparedness, response, and recovery are interconnected, and recovery planning should be considered before an incident rather than after it occurs (pp. 3-5, 13). This implies that school safety planning in districts needs to be re-evaluated to ensure that threat assessment, plan practice, crisis communication, and recovery procedures are regarded as a single system. It also implies that districts must review plans after incidents and drills to see what worked and what did not. This recommendation directly addresses the research problem by shifting preparedness from paper to staff capacity and system coherence.

The second recommendation is that districts should enhance communication systems before, during, and after active threat events. According to Naturale (2025), the lack of trauma-sensitive, timely, and accurate communication and the lack of trust that ensued the failures contributed to family distress in Uvalde (p. 827). She also suggests a deliberate openness, confidential and truthful communication with families, and formal post-event debriefing and follow-up among responders (pp. 827-830). These suggestions are especially topical because Chapter Three demonstrated that the performance of responses is not just a matter of physical action. It is also concerning whether the right information is delivered to the right people at the right time. Creation of family communication protocols, multilingual notification systems, and post-incident responder support plans should thus be developed by districts as part of preparedness, not as an add-on.

The third recommendation is that districts embrace scalable staff-training collaborations that extend beyond lockdown rehearsal. Tobias et al. (2021) demonstrate that a partnership between trauma centers, police, and school systems can provide integrated critical incident and hemorrhage control training to large groups of educators and provide schools with practical kits and materials (pp. 1 – 4). Another limitation the authors mention is that the program did not include long-term follow-up or implementation in a single region, which means that recertification planning and evaluation should be incorporated into future district programs (p. 4). This implies that school districts must not limit readiness to verbal messages on hiding or locking doors. They are also supposed to equip personnel to act in the event of a preventable injury after the threat has been eliminated or in the event of a delay in emergency medical treatment. This type of training is particularly applicable in active threat scenarios, where prompt hemorrhage control can affect survival.

The fourth recommendation is that districts should review drills and safety measures based on their practical usefulness and ethical impact. Levinsky (2022) cautions that lockdowns may be integrated into a more comprehensive risk management practice that helps institutions appear responsible even when they do not know their true capacity (pp. 340-343). This implies that districts should periodically assess whether a preparedness exercise enhances staff preparedness and response performance, or is simply an indicator that the district is acting. An effective district review process would then look into staff knowledge of the roles, the accuracy of communication, adherence to procedures, and the psychological impact of drills on the school community. This suggestion is a direct result of the project's main argument: that visible preparedness is not sufficient. Schools require demonstrations that the practices they adopt enhance performance under pressure.

Conclusion

The problem that initiated this project was that public schools might have emergency preparedness plans and drills in place without understanding which practices best enhance staff preparedness and performance in response to active threat situations. The debate in this chapter indicates that the evidence is leading to a tentative yet significant conclusion. Being prepared is important, but it is only effective when it is coordinated with action, reliable communication, ethical care, and recovery planning. Kerr (2024) presents the general emergency management model; Naturale (2025) demonstrates the real-world implications of response and communication breakdowns; Levinsky (2022) emphasizes the ethical and policy dilemmas between care and risk management; and Tobias et al. (2021) provide an example of a scalable preparedness training program. The combination of these sources suggests that local districts should focus on integrated planning, trauma-informed communication, realistic and humane training, and recovery systems that benefit both victims and responders. The general message of the research is thus quite clear: the preparedness of public schools for emergencies must not be evaluated by how visible its plans are, but rather by how well it is prepared, how well it responds, and how well it mitigates damage in the event of an active threat.

**References**

Kerr, S. E. (2024). Managing Active Shooter Events in Schools: An Introduction to Emergency Management.
_Laws_,
_13_(4), 42.
[https://doi.org/10.3390/laws13040042](https://doi.org/10.3390/laws13040042)

Levinsky, Z. (2022). “Confronting [the shooter] could save your life… or end it”: school lockdowns and the blending of pastoral care with risk management.
_Journal of Education Policy_,
_37_(3), 339-357.
[https://doi.org/10.1080/02680939.2020.1791965](https://doi.org/10.1080/02680939.2020.1791965)

Naturale, A. (2025). The first trauma‐informed critical incident review: The active shooter mass violence incident at Robb Elementary School in Uvalde, Texas.
_Journal of Traumatic Stress_,
_38_(5), 821-831.
[https://doi.org/10.1002/jts.70014](https://doi.org/10.1002/jts.70014)

Tobias, J., Cunningham, A., Krakauer, K., Nacharaju, D., Moss, L., Galindo, C., … & Jafri, M. A. (2021). Protect Our Kids: a novel program bringing hemorrhage control to schools.
_Injury epidemiology_,
_8_(Suppl 1), 31.
[https://doi.org/10.1186/s40621-021-00318-w](https://doi.org/10.1186/s40621-021-00318-w)

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**## HSE490ASSIGNMENT7INSTRUCTIONS.docx**

| | |
| — | — |
| Hide Assignment Information |
| Turnitin™ | |
| This assignment will be submitted to Turnitin™. |
| Instructions | |
| **By the end of the week, submit and present the oral presentation of your  research findings.**<br>Prepare  a slide and oral  presentation  presenting the findings of your research project<br>Assignment Requirements<br>· A minimum of  eight slides (e.g., PowerPoint) of substantive  content, not including a title slide and a reference slide.<br>· A digitally recorded  (video/oral) component of between 10-15  minutes.<br>· Use authoritative resources and data to support your presentation.<br>For tips on preparing and delivering your presentation be sure to review the resources provided in Week 7. |

## image1.gif

**## HSE490ASSIGNMENT7GRADERUBRIC.pdf**

Oral-Video-Slide Presentation for the Capstone Project
Course: HSE490 Supervised Senior Project

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Meets

Assignment

requirements

/ 18Excellent develop-

ment of presenta-

tion and has strong

content on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 or 2

slides for the

Introduction, 2

slides for Literature

Review, 1 or 2 slides

for Methodology

and Results, and 2

or 3 slides for

Discussion,

Conclusions and

Recommendations.

Above proficient de-

velopment of pre-

sentation and has

mostly strong con-

tent on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 or 2

slides for the

Introduction, 2

slides for Literature

Review, 1 or 2 slides

for Methodology

and Results, and 2

or 3 slides for

Discussion,

Conclusions and

Recommendations.

Proficient develop-

ment of presenta-

tion but lacks some

content on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 slide for

the Introduction, 2

slides for Literature

Review, 1 slide for

Methodology and

Results, and 2 slides

for Discussion,

Conclusions and

Recommendations.

Development of

presentation and/or

content on research

findings is lacking

throughout. The

presentation is ap-

proximately less

than 10 minutes in

duration.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 1/4

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Voice and Tone / 18

Content and

Support

(Research and

Analysis Skills)

/ 18

Extremely clear and

specific use of lan-

guage and images;

extremely good use

of volume, speed,

and inflection; ex-

tremely good use of

references; ex-

tremely persuasive

argument.

Clear use of lan-

guage and images;

good use of volume,

speed, and inflec-

tion; good use of

references; persua-

sive argument.

Adequate use of

language; controlled

volume, speed, and

inflection; minimal

use of references.

Adequate use of

language; read from

presentation; lacks

use of references.

No submission = 0

points

An abundance of

material clearly re-

lated to the research

is presented. Points

are clearly made,

and evidence is used

to support the

points. Excellent vi-

suals that are tied

into the overall

story of the

presentation.

Sufficient informa-

tion with many good

points made, un-

even balance and lit-

tle consistency.

Appropriate visuals

are used and ex-

plained by the

speaker.

There is a great deal

of information that

is not clearly inte-

grated or connected

to the topic. Visuals

are used but not ex-

plained or put in

context.

Goal of research un-

clear, information

included that does

not support the

topic. Little or no vi-

suals, too much text

on slides. Presenter

simply lectures to

audience.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 2/4

Total / 90

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Organization / 18

Mechanics:

Spelling, gram-

mar, punctuation

APA style

/ 18

Introduction of

speaker; extremely

clear and concise

overview of topic;

extremely clear tie-

in to the benefits to

the audience.

Introduction of the

speaker; clear over-

view of the topic;

clear tie-in as to the

benefit to the

audience.

Introduction of the

speaker; provides an

adequate overview

of the topic; pro-

vides an adequate

tie-in as to the ben-

efit to the audience.

Introduction of the

speaker; lacks ade-

quate overview of

the topic; lacks an

adequate tie-in as to

the benefit to the

audience.

No submission = 0

points

Presentation has no

misspellings or

grammatical errors.

Presenter uses

terms correctly and

comfortably.

Presentation has no

more than two mis-

spellings and/or

grammatical errors.

Presenter uses cor-

rect terminology,

but may stumble in

delivery.

Presentation has

three or more mis-

spellings and/or

grammatical errors.

Presenter must look

up correct terms to

be comfortable.

Presentation has

many spelling

and/or grammatical

errors. Significant

problems with cor-

rect and comfort-

able use of appro-

priate terminology.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 3/4

Overall Score

Honors
81 points minimum

Satisfactory 1
72 points minimum

Satisfactory 2
67.5 points minimum

Unsatisfactory
58.5 points minimum

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 4/4

**## HSE490ASSIGNMENT6CHAPTER4.docx**

2

Joshua Casey

National University

HSE490: Supervised Senior Project

Professor Bruce Reaves

April 11, 2026

Chapter IV: Discussion, Ethical Issues, and Recommendations

Introduction

This chapter aims to interpret the results of the structured review and to describe their implications for emergency preparedness in public high schools during an active threat. Chapter three demonstrated that training is linked to greater readiness-related outcomes, that protective actions can affect the outcomes of casualties, and that the quality of communication and implementation can also affect preparedness practice. Nevertheless, it was also demonstrated that readiness, response performance, and casualty reduction are distinct concepts. This chapter thus goes beyond reporting findings and gives them practical meaning, ethical implications, and value to local school districts. The discussion focuses on the conclusions, ethical concerns related to school safety, and recommendations to enhance preparedness and minimize the risk of further damage.

Discussion of Conclusions

The main finding of this project is that emergency preparedness plans can be effective only when they develop into operational capacities that school personnel can use under stress. Kerr (2024) explains that emergency management in schools does not follow a single written plan or a single drill cycle to support this conclusion (pp. 1 – 3). Rather, it is mitigation, preparedness, response, and recovery, where preparedness entails schools developing plans, practicing them, and enhancing preparedness before a crisis occurs (pp. 1 – 3). This framework is significant as it explains that preparedness is just a component of a larger emergency management process. It also helps explain why the results in Chapter Three did not support a simplistic conclusion that more drills are the solution to the problem. Schools should have a system that links planning, practicing, communicating, and recovery, rather than relying on a single activity like lockdown drills. This interpretation helps to show the study thesis that the actual tests of preparedness effectiveness are measurable staff readiness and response performance.

The second conclusion is that school preparedness should be assessed, in part, by its performance when systems are put to the test. This is evident in the trauma-informed critical incident review of the Robb Elementary School shooting in Uvalde, Texas, as shown in Naturale (2025). The article states that the officers arrived at the school promptly. However, the response was grossly inadequate, victims were still with the shooter, and a lack of coordinated tracking, trauma support, and timely communication caused further damage to students, staff, families, and responders (pp. 821 to 823). This is important because it shows that the availability of personnel and procedures does not necessarily translate into effective response performance. A school or response system might seem ready on paper, but still breaks down in practice when communication breaks down, the command is not clear, or the responders fail to adhere to the fundamental response instructions. The results of this project thus indicate that successful preparedness should be measured not just by what the schools claim they would do, but also by whether the system can function coherently during a rapidly evolving incident.

The third conclusion is that preparedness practices should be approached with care, as they can be used to promote safety and institutional legitimacy. Levinsky (2022) claims that lockdowns are not merely neutral safety measures. He proposes that they are a combination of pastoral care and risk management, and that they change the politics of blame and responsibility in schools (pp. 339-340). He further notes that risk management practices can sometimes reflect organizational legitimacy and responsibility framing rather than the ability to respond creatively and effectively (pp. 340-341). This explanation is highly applicable to the current research, as it helps explain why observable preparedness measures might persist even when their effectiveness is not yet fully determined. One reason a district may implement or highlight some practices is that they demonstrate its diligence toward the people. The value of this conclusion lies in the fact that schools should be wary of symbolic readiness, in which the semblance of action takes the place of more challenging efforts to improve the quality of training, communication, and coordinated action.

A fourth finding is that districts should have realistic, scalable preparedness programs that enhance response capacity without impractical resources. This is shown in the Protect Our Kids program by Tobias et al. (2021), in which 1018 educators were trained in a joint 90-minute course that combined critical incident response with hemorrhage control, and then received bleeding control kits and educational materials (pp. 1-2). The authors conclude that collaboration among trauma centers, law enforcement, and school systems is effective for large-scale training, and they add that the program was rated highly by both trainees and trainers (pp. 1, 4). This research is relevant to the current project as it demonstrates that realistic preparedness can be developed through school-based alliances rather than through abstract policy statements alone. It also extends the concept of response performance by demonstrating that life-saving action can involve both immediate medical responses following an attack and protective action during an attack. This meaning implies that local districts must consider preparedness as a coordinated capability encompassing threat response and post-injury care.

Ethical Issues Connected to School Safety

The responsibility to safeguard students and staff without causing them unnecessary psychological harm is a significant ethical concern in this project. Naturale (2025) demonstrates that a trauma-informed lens was applied in the Uvalde critical incident review solely to prevent traumatization of victims, families, responders, and even the review team. The team did not use gratuitous gory detail, did not include the shooter's name in the report, personally informed families, and published the final report in English and Spanish before it was released publicly (p. 827). These activities are important because they demonstrate that safety work is not complete at the end of the shooting. Communication, review, and recovery practices may either facilitate healing or exacerbate injury. School districts must ensure that preparedness includes planning for post-event communication, family notification, culturally sensitive support, and mental health care. A district that only plans lockdown or evacuation but does not plan trauma and recovery would not be fulfilling its full obligation to the affected.

The second ethical concern is the way schools strike a balance between protective power and compassion and care. Levinsky (2022) states that the lockdown alters perceptions of school safety and places educators in a position where they must adhere to protocol while also fulfilling broader duty-of-care obligations (pp. 339-340). He subsequently notes that pastoralism is yet to be eliminated in schools, despite the growth in risk management, implying that teachers continue to be expected to look after students within compliance-based safety systems (p. 354). The importance of this is that it points to the ongoing ethical conflict in active threat preparation. When schools become overly dependent on strict procedures that fail to account for developmental, relational, and emotional realities, they might end up objectifying students rather than protecting them. The results of this project thus indicate that ethical preparedness must be both procedurally clear and humane. Schools have to be ready to face the risk without letting the logic of risk management prevail over the educational obligation of care.

Equity in access to preparedness information and support is a third ethical concern. Naturale (2025) specifically suggests that emergency information should be provided in English and other common languages in communities where English is not widely spoken, and that this information should be delivered in safe, confidential, and trauma-informed ways (p. 830). This suggestion is important as not every family is equally impacted by communication failures. The already vulnerable families may be further isolated during and after a crisis when there are language barriers, stigma, or exclusion of information. The moral implication for high schools in the general population is that preparedness is not fair or complete when communication plans presuppose a single language, a single cultural norm, or a single pattern of help-seeking. It is the role of schools to make sure that emergency communication and recovery services are available to the entire community.

Recommendations for Local School Districts

The first recommendation is that the local districts are advised to plan emergency preparedness based on a comprehensive emergency management model, rather than as a single drill compliance. According to Kerr (2024), mitigation, preparedness, response, and recovery are interconnected, and recovery planning should be considered before an incident rather than after it occurs (pp. 3-5, 13). This implies that school safety planning in districts needs to be re-evaluated to ensure that threat assessment, plan practice, crisis communication, and recovery procedures are regarded as a single system. It also implies that districts must review plans after incidents and drills to see what worked and what did not. This recommendation directly addresses the research problem by shifting preparedness from paper to staff capacity and system coherence.

The second recommendation is that districts should enhance communication systems before, during, and after active threat events. According to Naturale (2025), the lack of trauma-sensitive, timely, and accurate communication and the lack of trust that ensued the failures contributed to family distress in Uvalde (p. 827). She also suggests a deliberate openness, confidential and truthful communication with families, and formal post-event debriefing and follow-up among responders (pp. 827-830). These suggestions are especially topical because Chapter Three demonstrated that the performance of responses is not just a matter of physical action. It is also concerning whether the right information is delivered to the right people at the right time. Creation of family communication protocols, multilingual notification systems, and post-incident responder support plans should thus be developed by districts as part of preparedness, not as an add-on.

The third recommendation is that districts embrace scalable staff-training collaborations that extend beyond lockdown rehearsal. Tobias et al. (2021) demonstrate that a partnership between trauma centers, police, and school systems can provide integrated critical incident and hemorrhage control training to large groups of educators and provide schools with practical kits and materials (pp. 1 – 4). Another limitation the authors mention is that the program did not include long-term follow-up or implementation in a single region, which means that recertification planning and evaluation should be incorporated into future district programs (p. 4). This implies that school districts must not limit readiness to verbal messages on hiding or locking doors. They are also supposed to equip personnel to act in the event of a preventable injury after the threat has been eliminated or in the event of a delay in emergency medical treatment. This type of training is particularly applicable in active threat scenarios, where prompt hemorrhage control can affect survival.

The fourth recommendation is that districts should review drills and safety measures based on their practical usefulness and ethical impact. Levinsky (2022) cautions that lockdowns may be integrated into a more comprehensive risk management practice that helps institutions appear responsible even when they do not know their true capacity (pp. 340-343). This implies that districts should periodically assess whether a preparedness exercise enhances staff preparedness and response performance, or is simply an indicator that the district is acting. An effective district review process would then look into staff knowledge of the roles, the accuracy of communication, adherence to procedures, and the psychological impact of drills on the school community. This suggestion is a direct result of the project's main argument: that visible preparedness is not sufficient. Schools require demonstrations that the practices they adopt enhance performance under pressure.

Conclusion

The problem that initiated this project was that public schools might have emergency preparedness plans and drills in place without understanding which practices best enhance staff preparedness and performance in response to active threat situations. The debate in this chapter indicates that the evidence is leading to a tentative yet significant conclusion. Being prepared is important, but it is only effective when it is coordinated with action, reliable communication, ethical care, and recovery planning. Kerr (2024) presents the general emergency management model; Naturale (2025) demonstrates the real-world implications of response and communication breakdowns; Levinsky (2022) emphasizes the ethical and policy dilemmas between care and risk management; and Tobias et al. (2021) provide an example of a scalable preparedness training program. The combination of these sources suggests that local districts should focus on integrated planning, trauma-informed communication, realistic and humane training, and recovery systems that benefit both victims and responders. The general message of the research is thus quite clear: the preparedness of public schools for emergencies must not be evaluated by how visible its plans are, but rather by how well it is prepared, how well it responds, and how well it mitigates damage in the event of an active threat.

**References**

Kerr, S. E. (2024). Managing Active Shooter Events in Schools: An Introduction to Emergency Management.
_Laws_,
_13_(4), 42.
[https://doi.org/10.3390/laws13040042](https://doi.org/10.3390/laws13040042)

Levinsky, Z. (2022). “Confronting [the shooter] could save your life… or end it”: school lockdowns and the blending of pastoral care with risk management.
_Journal of Education Policy_,
_37_(3), 339-357.
[https://doi.org/10.1080/02680939.2020.1791965](https://doi.org/10.1080/02680939.2020.1791965)

Naturale, A. (2025). The first trauma‐informed critical incident review: The active shooter mass violence incident at Robb Elementary School in Uvalde, Texas.
_Journal of Traumatic Stress_,
_38_(5), 821-831.
[https://doi.org/10.1002/jts.70014](https://doi.org/10.1002/jts.70014)

Tobias, J., Cunningham, A., Krakauer, K., Nacharaju, D., Moss, L., Galindo, C., … & Jafri, M. A. (2021). Protect Our Kids: a novel program bringing hemorrhage control to schools.
_Injury epidemiology_,
_8_(Suppl 1), 31.
[https://doi.org/10.1186/s40621-021-00318-w](https://doi.org/10.1186/s40621-021-00318-w)

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**## HSE490ASSIGNMENT7INSTRUCTIONS.docx**

| | |
| — | — |
| Hide Assignment Information |
| Turnitin™ | |
| This assignment will be submitted to Turnitin™. |
| Instructions | |
| **By the end of the week, submit and present the oral presentation of your  research findings.**<br>Prepare  a slide and oral  presentation  presenting the findings of your research project<br>Assignment Requirements<br>· A minimum of  eight slides (e.g., PowerPoint) of substantive  content, not including a title slide and a reference slide.<br>· A digitally recorded  (video/oral) component of between 10-15  minutes.<br>· Use authoritative resources and data to support your presentation.<br>For tips on preparing and delivering your presentation be sure to review the resources provided in Week 7. |

## image1.gif

**## HSE490ASSIGNMENT7GRADERUBRIC.pdf**

Oral-Video-Slide Presentation for the Capstone Project
Course: HSE490 Supervised Senior Project

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Meets

Assignment

requirements

/ 18Excellent develop-

ment of presenta-

tion and has strong

content on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 or 2

slides for the

Introduction, 2

slides for Literature

Review, 1 or 2 slides

for Methodology

and Results, and 2

or 3 slides for

Discussion,

Conclusions and

Recommendations.

Above proficient de-

velopment of pre-

sentation and has

mostly strong con-

tent on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 or 2

slides for the

Introduction, 2

slides for Literature

Review, 1 or 2 slides

for Methodology

and Results, and 2

or 3 slides for

Discussion,

Conclusions and

Recommendations.

Proficient develop-

ment of presenta-

tion but lacks some

content on research

findings throughout.

The presentation is

approximately 10-

15 minutes in dura-

tion with 1 slide for

the Introduction, 2

slides for Literature

Review, 1 slide for

Methodology and

Results, and 2 slides

for Discussion,

Conclusions and

Recommendations.

Development of

presentation and/or

content on research

findings is lacking

throughout. The

presentation is ap-

proximately less

than 10 minutes in

duration.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 1/4

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Voice and Tone / 18

Content and

Support

(Research and

Analysis Skills)

/ 18

Extremely clear and

specific use of lan-

guage and images;

extremely good use

of volume, speed,

and inflection; ex-

tremely good use of

references; ex-

tremely persuasive

argument.

Clear use of lan-

guage and images;

good use of volume,

speed, and inflec-

tion; good use of

references; persua-

sive argument.

Adequate use of

language; controlled

volume, speed, and

inflection; minimal

use of references.

Adequate use of

language; read from

presentation; lacks

use of references.

No submission = 0

points

An abundance of

material clearly re-

lated to the research

is presented. Points

are clearly made,

and evidence is used

to support the

points. Excellent vi-

suals that are tied

into the overall

story of the

presentation.

Sufficient informa-

tion with many good

points made, un-

even balance and lit-

tle consistency.

Appropriate visuals

are used and ex-

plained by the

speaker.

There is a great deal

of information that

is not clearly inte-

grated or connected

to the topic. Visuals

are used but not ex-

plained or put in

context.

Goal of research un-

clear, information

included that does

not support the

topic. Little or no vi-

suals, too much text

on slides. Presenter

simply lectures to

audience.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 2/4

Total / 90

Criteria
Honors
18 points

Satisfactory 1
15.3 points

Satisfactory 2
13.5 points

Unsatisfactory
11.7 points

Criterion Score

Organization / 18

Mechanics:

Spelling, gram-

mar, punctuation

APA style

/ 18

Introduction of

speaker; extremely

clear and concise

overview of topic;

extremely clear tie-

in to the benefits to

the audience.

Introduction of the

speaker; clear over-

view of the topic;

clear tie-in as to the

benefit to the

audience.

Introduction of the

speaker; provides an

adequate overview

of the topic; pro-

vides an adequate

tie-in as to the ben-

efit to the audience.

Introduction of the

speaker; lacks ade-

quate overview of

the topic; lacks an

adequate tie-in as to

the benefit to the

audience.

No submission = 0

points

Presentation has no

misspellings or

grammatical errors.

Presenter uses

terms correctly and

comfortably.

Presentation has no

more than two mis-

spellings and/or

grammatical errors.

Presenter uses cor-

rect terminology,

but may stumble in

delivery.

Presentation has

three or more mis-

spellings and/or

grammatical errors.

Presenter must look

up correct terms to

be comfortable.

Presentation has

many spelling

and/or grammatical

errors. Significant

problems with cor-

rect and comfort-

able use of appro-

priate terminology.

No submission = 0

points

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 3/4

Overall Score

Honors
81 points minimum

Satisfactory 1
72 points minimum

Satisfactory 2
67.5 points minimum

Unsatisfactory
58.5 points minimum

4/13/26, 10:19 AM Week Seven Assignment: Oral/Slide Presentation – HSE490 Supervised Senior Project – National University System

https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121406&grpid=0&isprv=0&bp=0&ou=85319 4/4

**## HSE490ASSIGNMENT6CHAPTER4.docx**

2

Joshua Casey

National University

HSE490: Supervised Senior Project

Professor Bruce Reaves

April 11, 2026

Chapter IV: Discussion, Ethical Issues, and Recommendations

Introduction

This chapter aims to interpret the results of the structured review and to describe their implications for emergency preparedness in public high schools during an active threat. Chapter three demonstrated that training is linked to greater readiness-related outcomes, that protective actions can affect the outcomes of casualties, and that the quality of communication and implementation can also affect preparedness practice. Nevertheless, it was also demonstrated that readiness, response performance, and casualty reduction are distinct concepts. This chapter thus goes beyond reporting findings and gives them practical meaning, ethical implications, and value to local school districts. The discussion focuses on the conclusions, ethical concerns related to school safety, and recommendations to enhance preparedness and minimize the risk of further damage.

Discussion of Conclusions

The main finding of this project is that emergency preparedness plans can be effective only when they develop into operational capacities that school personnel can use under stress. Kerr (2024) explains that emergency management in schools does not follow a single written plan or a single drill cycle to support this conclusion (pp. 1 – 3). Rather, it is mitigation, preparedness, response, and recovery, where preparedness entails schools developing plans, practicing them, and enhancing preparedness before a crisis occurs (pp. 1 – 3). This framework is significant as it explains that preparedness is just a component of a larger emergency management process. It also helps explain why the results in Chapter Three did not support a simplistic conclusion that more drills are the solution to the problem. Schools should have a system that links planning, practicing, communicating, and recovery, rather than relying on a single activity like lockdown drills. This interpretation helps to show the study thesis that the actual tests of preparedness effectiveness are measurable staff readiness and response performance.

The second conclusion is that school preparedness should be assessed, in part, by its performance when systems are put to the test. This is evident in the trauma-informed critical incident review of the Robb Elementary School shooting in Uvalde, Texas, as shown in Naturale (2025). The article states that the officers arrived at the school promptly. However, the response was grossly inadequate, victims were still with the shooter, and a lack of coordinated tracking, trauma support, and timely communication caused further damage to students, staff, families, and responders (pp. 821 to 823). This is important because it shows that the availability of personnel and procedures does not necessarily translate into effective response performance. A school or response system might seem ready on paper, but still breaks down in practice when communication breaks down, the command is not clear, or the responders fail to adhere to the fundamental response instructions. The results of this project thus indicate that successful preparedness should be measured not just by what the schools claim they would do, but also by whether the system can function coherently during a rapidly evolving incident.

The third conclusion is that preparedness practices should be approached with care, as they can be used to promote safety and institutional legitimacy. Levinsky (2022) claims that lockdowns are not merely neutral safety measures. He proposes that they are a combination of pastoral care and risk management, and that they change the politics of blame and responsibility in schools (pp. 339-340). He further notes that risk management practices can sometimes reflect organizational legitimacy and responsibility framing rather than the ability to respond creatively and effectively (pp. 340-341). This explanation is highly applicable to the current research, as it helps explain why observable preparedness measures might persist even when their effectiveness is not yet fully determined. One reason a district may implement or highlight some practices is that they demonstrate its diligence toward the people. The value of this conclusion lies in the fact that schools should be wary of symbolic readiness, in which the semblance of action takes the place of more challenging efforts to improve the quality of training, communication, and coordinated action.

A fourth finding is that districts should have realistic, scalable preparedness programs that enhance response capacity without impractical resources. This is shown in the Protect Our Kids program by Tobias et al. (2021), in which 1018 educators were trained in a joint 90-minute course that combined critical incident response with hemorrhage control, and then received bleeding control kits and educational materials (pp. 1-2). The authors conclude that collaboration among trauma centers, law enforcement, and school systems is effective for large-scale training, and they add that the program was rated highly by both trainees and trainers (pp. 1, 4). This research is relevant to the current project as it demonstrates that realistic preparedness can be developed through school-based alliances rather than through abstract policy statements alone. It also extends the concept of response performance by demonstrating that life-saving action can involve both immediate medical responses following an attack and protective action during an attack. This meaning implies that local districts must consider preparedness as a coordinated capability encompassing threat response and post-injury care.

Ethical Issues Connected to School Safety

The responsibility to safeguard students and staff without causing them unnecessary psychological harm is a significant ethical concern in this project. Naturale (2025) demonstrates that a trauma-informed lens was applied in the Uvalde critical incident review solely to prevent traumatization of victims, families, responders, and even the review team. The team did not use gratuitous gory detail, did not include the shooter's name in the report, personally informed families, and published the final report in English and Spanish before it was released publicly (p. 827). These activities are important because they demonstrate that safety work is not complete at the end of the shooting. Communication, review, and recovery practices may either facilitate healing or exacerbate injury. School districts must ensure that preparedness includes planning for post-event communication, family notification, culturally sensitive support, and mental health care. A district that only plans lockdown or evacuation but does not plan trauma and recovery would not be fulfilling its full obligation to the affected.

The second ethical concern is the way schools strike a balance between protective power and compassion and care. Levinsky (2022) states that the lockdown alters perceptions of school safety and places educators in a position where they must adhere to protocol while also fulfilling broader duty-of-care obligations (pp. 339-340). He subsequently notes that pastoralism is yet to be eliminated in schools, despite the growth in risk management, implying that teachers continue to be expected to look after students within compliance-based safety systems (p. 354). The importance of this is that it points to the ongoing ethical conflict in active threat preparation. When schools become overly dependent on strict procedures that fail to account for developmental, relational, and emotional realities, they might end up objectifying students rather than protecting them. The results of this project thus indicate that ethical preparedness must be both procedurally clear and humane. Schools have to be ready to face the risk without letting the logic of risk management prevail over the educational obligation of care.

Equity in access to preparedness information and support is a third ethical concern. Naturale (2025) specifically suggests that emergency information should be provided in English and other common languages in communities where English is not widely spoken, and that this information should be delivered in safe, confidential, and trauma-informed ways (p. 830). This suggestion is important as not every family is equally impacted by communication failures. The already vulnerable families may be further isolated during and after a crisis when there are language barriers, stigma, or exclusion of information. The moral implication for high schools in the general population is that preparedness is not fair or complete when communication plans presuppose a single language, a single cultural norm, or a single pattern of help-seeking. It is the role of schools to make sure that emergency communication and recovery services are available to the entire community.

Recommendations for Local School Districts

The first recommendation is that the local districts are advised to plan emergency preparedness based on a comprehensive emergency management model, rather than as a single drill compliance. According to Kerr (2024), mitigation, preparedness, response, and recovery are interconnected, and recovery planning should be considered before an incident rather than after it occurs (pp. 3-5, 13). This implies that school safety planning in districts needs to be re-evaluated to ensure that threat assessment, plan practice, crisis communication, and recovery procedures are regarded as a single system. It also implies that districts must review plans after incidents and drills to see what worked and what did not. This recommendation directly addresses the research problem by shifting preparedness from paper to staff capacity and system coherence.

The second recommendation is that districts should enhance communication systems before, during, and after active threat events. According to Naturale (2025), the lack of trauma-sensitive, timely, and accurate communication and the lack of trust that ensued the failures contributed to family distress in Uvalde (p. 827). She also suggests a deliberate openness, confidential and truthful communication with families, and formal post-event debriefing and follow-up among responders (pp. 827-830). These suggestions are especially topical because Chapter Three demonstrated that the performance of responses is not just a matter of physical action. It is also concerning whether the right information is delivered to the right people at the right time. Creation of family communication protocols, multilingual notification systems, and post-incident responder support plans should thus be developed by districts as part of preparedness, not as an add-on.

The third recommendation is that districts embrace scalable staff-training collaborations that extend beyond lockdown rehearsal. Tobias et al. (2021) demonstrate that a partnership between trauma centers, police, and school systems can provide integrated critical incident and hemorrhage control training to large groups of educators and provide schools with practical kits and materials (pp. 1 – 4). Another limitation the authors mention is that the program did not include long-term follow-up or implementation in a single region, which means that recertification planning and evaluation should be incorporated into future district programs (p. 4). This implies that school districts must not limit readiness to verbal messages on hiding or locking doors. They are also supposed to equip personnel to act in the event of a preventable injury after the threat has been eliminated or in the event of a delay in emergency medical treatment. This type of training is particularly applicable in active threat scenarios, where prompt hemorrhage control can affect survival.

The fourth recommendation is that districts should review drills and safety measures based on their practical usefulness and ethical impact. Levinsky (2022) cautions that lockdowns may be integrated into a more comprehensive risk management practice that helps institutions appear responsible even when they do not know their true capacity (pp. 340-343). This implies that districts should periodically assess whether a preparedness exercise enhances staff preparedness and response performance, or is simply an indicator that the district is acting. An effective district review process would then look into staff knowledge of the roles, the accuracy of communication, adherence to procedures, and the psychological impact of drills on the school community. This suggestion is a direct result of the project's main argument: that visible preparedness is not sufficient. Schools require demonstrations that the practices they adopt enhance performance under pressure.

Conclusion

The problem that initiated this project was that public schools might have emergency preparedness plans and drills in place without understanding which practices best enhance staff preparedness and performance in response to active threat situations. The debate in this chapter indicates that the evidence is leading to a tentative yet significant conclusion. Being prepared is important, but it is only effective when it is coordinated with action, reliable communication, ethical care, and recovery planning. Kerr (2024) presents the general emergency management model; Naturale (2025) demonstrates the real-world implications of response and communication breakdowns; Levinsky (2022) emphasizes the ethical and policy dilemmas between care and risk management; and Tobias et al. (2021) provide an example of a scalable preparedness training program. The combination of these sources suggests that local districts should focus on integrated planning, trauma-informed communication, realistic and humane training, and recovery systems that benefit both victims and responders. The general message of the research is thus quite clear: the preparedness of public schools for emergencies must not be evaluated by how visible its plans are, but rather by how well it is prepared, how well it responds, and how well it mitigates damage in the event of an active threat.

**References**

Kerr, S. E. (2024). Managing Active Shooter Events in Schools: An Introduction to Emergency Management.
_Laws_,
_13_(4), 42.
[https://doi.org/10.3390/laws13040042](https://doi.org/10.3390/laws13040042)

Levinsky, Z. (2022). “Confronting [the shooter] could save your life… or end it”: school lockdowns and the blending of pastoral care with risk management.
_Journal of Education Policy_,
_37_(3), 339-357.
[https://doi.org/10.1080/02680939.2020.1791965](https://doi.org/10.1080/02680939.2020.1791965)

Naturale, A. (2025). The first trauma‐informed critical incident review: The active shooter mass violence incident at Robb Elementary School in Uvalde, Texas.
_Journal of Traumatic Stress_,
_38_(5), 821-831.
[https://doi.org/10.1002/jts.70014](https://doi.org/10.1002/jts.70014)

Tobias, J., Cunningham, A., Krakauer, K., Nacharaju, D., Moss, L., Galindo, C., … & Jafri, M. A. (2021). Protect Our Kids: a novel program bringing hemorrhage control to schools.
_Injury epidemiology_,
_8_(Suppl 1), 31.
[https://doi.org/10.1186/s40621-021-00318-w](https://doi.org/10.1186/s40621-021-00318-w)

**HSE490Assignment3Chapter1.docx**

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**HSE490ASSIGNMENT4Chapter2.docx**

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**HSE490ASSIGNMENT6CHAPTER3.docx**

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