Editor’s Note: The following article was written by a freshman from Tehachapi High School in central California, whose assignment was to write an article for publication. The student worked with us on the idea; the writing is all hers. Cal-OSHA Reporter added the principal’s non-response, consistent with our policy. We should also disclose that our publisher is proud of his granddaughter.
School safety is not something most students think about every day, but it is always present in the background of school life. Whether it is a lockdown drill, a teacher locking the classroom door, or rules about who can enter campus, these procedures are in place for a reason.
Over time, safety has become a bigger focus in schools, which leads many students to wonder what would actually happen in a real emergency. To better understand this, I spoke with teachers about their experiences, their training, and how safe they feel in their classrooms.
For most students, these procedures feel routine and quite repetitive, but when you stop and think about them, you realize they are preparing us for situations that are very serious and very real.
One of the most familiar safety procedures in schools is the lockdown drill. Most students have experienced at least one, but not everyone fully understands how seriously these drills are meant to be taken. Teachers are trained to follow specific steps during an emergency, and those steps are designed to work under pressure.
When asked what he would do in an emergency, history teacher Edmund Maino said, “I would follow the school procedures for lockdown.” While this answer may seem simple, it highlights an important point. Teachers must rely on their training. In high-stress situations, there is no time to create a plan, so having clear procedures already in place is essential.
Another teacher, Susan Perez, explained those procedures in more detail. “I would lock the doors, turn off the lights and barricade the doors and have everyone hide and be quiet,” she said. Her response gives a clearer picture of what a lockdown actually looks like inside a classroom. Students are expected to stay silent and out of sight while teachers secure the room as much as possible. During drills, classrooms are usually completely silent, which can feel a little unsettling even though everyone knows it is just practice.
Even though these steps can seem intense, they are meant to reduce risk and keep everyone safe until help arrives. In many cases, drills are repeated so that both students and teachers know exactly what to do without having to think about it in the moment.
Hearing these explanations can make school safety feel more real from a student’s perspective. It shows that teachers are not only responsible for teaching but also for protecting students during emergencies. This responsibility can add pressure, especially in situations where quick decisions matter. Even if it is not always obvious, teachers are constantly aware of safety procedures and are prepared to act if needed. Their role extends beyond the classroom lesson and includes being ready for situations that most people hope never happen.
Beyond emergencies, schools also have general systems in place to protect staff and students. These protections are designed with the understanding that student safety comes first.
When asked how teachers and administrators are protected, Perez explained that they are covered by district insurance, but their main responsibility is to prioritize students. That shows an important part of being a teacher. They are expected to think about student safety first, even in difficult situations. It also shows how policies are structured to support staff while still keeping students at the center of safety planning.
Not every teacher feels that major changes are needed to improve safety. When asked what could make him feel more secure in the classroom, Maino said, “I don’t think any, I feel pretty safe in my classroom as is.” This response suggests that some teachers feel confident in the current systems already in place. It also shows that existing procedures, training, and school environments can help staff feel prepared. For many teachers, consistency and practice are key factors in maintaining that sense of security.
Still, school safety is not a simple issue. People can have very different perspectives depending on their experience. Some may feel completely safe, while others may have concerns. This range of opinions is part of what makes school safety a complex topic. Schools must balance being prepared for emergencies while also maintaining an environment where students feel comfortable and able to focus on learning. This balance is not always easy to achieve, especially when schools are trying to meet the needs of large and diverse student populations.
If schools become too strict or overly focused on potential threats, it can create a stressful atmosphere. On the other hand, if safety is not taken seriously enough, people may feel unprotected. Finding the right balance takes ongoing effort from administrators, teachers, and the community. It often involves updating policies, practicing drills, and communicating clearly so that everyone understands their role in keeping the school safe.
Another important part of school safety that is often overlooked is mental health. While physical safety measures like locked doors and drills are important, preventing dangerous situations can also involve paying attention to students’ emotional well-being. Many schools are beginning to expand access to counselors, support programs, and mental health resources. These resources give students a place to talk about stress, anxiety, or other challenges they may be facing.
By recognizing warning signs and supporting students who may be struggling, schools can sometimes address problems before they become more serious. This approach focuses on prevention rather than reaction. It also helps create a more supportive environment where students feel comfortable asking for help when needed. When students feel supported, they are more likely to succeed both academically and socially.
Students also play a role in maintaining school safety. Reporting concerns, taking drills seriously, and following procedures all contribute to a safer environment. Even though adults are responsible for most of the planning and enforcement, students are still an important part of how safety works in practice. Small actions can make a big difference in emergency situations.
My father, Steven Corbett, a Los Angeles County firefighter, always says, “It’s important to always have situational awareness.” That means staying aware of surroundings and following instructions during drills, because those small actions will make a difference in an emergency situation and lessen the stress on teachers.
Overall, school safety involves more than just rules or occasional drills. It is a combination of preparation, awareness, and cooperation. The interviews with teachers show that they are trained and ready to respond in emergencies, but they also rely on systems and teamwork to keep students safe. Safety is not handled by one person alone but by the combined efforts of the entire school community.
Creating a safe school environment requires effort from everyone involved. Teachers, administrators, students, and families all contribute in different ways. While no system can guarantee complete safety, schools continue to adjust and improve their approaches over time. Policies are updated, drills are practiced, and communication continues to improve as new challenges arise.
Understanding what happens behind the scenes can help students feel more informed. Instead of viewing drills as interruptions, it can help to see them as important practices meant to protect everyone. School safety may not always be visible, but it plays a constant role in daily school life, and it matters more than most people realize.
From a student’s perspective, it is easy to forget about safety when everything feels normal, but these procedures and the people behind them are always there, making sure we are as safe as possible.
Despite several attempts, principal Cristina Libatique did not respond to requests for an interview.