Rockefeller Institute of Government, 411 State Street, Albany, NY, 12203, USA.
University of Massachusetts Lowell, Lowell, USA.
Curr Psychiatry Rep. 2024 Jun;26(6):304-311. doi: 10.1007/s11920-024-01502-7. Epub 2024 Apr 19.
There is widespread use of emergency preparedness drills in public K-12 schools across the US, but considerable variability exists in the types of protocols used and how these practices are conducted. This review examines research into both "lockdown drills" and "active shooter drills" as it relates to their impact on participants across different outcomes and evaluations of their procedural integrity.
A number of studies on lockdown drills yielded largely consistent findings about their impacts, whereas findings related to the effects of active shooter drills are less uniform. The research also demonstrated that lockdown drills, though not active shooter drills, can help participants build skill mastery to be able to successfully deploy the procedure. Differences in how drills impact participants and whether they cultivate skill mastery are largely attributable to the type of drill being conducted. This review suggests that employing clearly defined drill procedures incorporating best practices, coupled with instructional training, can help schools prepare for emergencies without creating trauma for participants.
综述目的：在美国，公立 K-12 学校广泛使用应急准备演练，但使用的协议类型和实施方式存在很大差异。本综述研究了“锁定演练”和“活跃枪手演练”，以了解它们对不同参与者的影响，以及对其程序完整性的评估。
最新发现：许多关于锁定演练的研究得出了关于其影响的基本一致的结论，而与活跃枪手演练效果相关的研究结果则不太一致。研究还表明，尽管锁定演练不是活跃枪手演练，但可以帮助参与者掌握技能，以便成功实施该程序。演练对参与者的影响以及是否培养技能掌握的差异在很大程度上归因于所进行的演练类型。本综述表明，采用明确规定的演练程序，纳入最佳实践，并结合教学培训，可以帮助学校为紧急情况做好准备，而不会给参与者带来创伤。
