The Clinton County School Safety Commission brought together 57 school administrators, safety specialists, law enforcement personnel, and educational professionals Friday, November 6, for training focused on preventing threats and strengthening emergency response.
The program, “Recognize, Assess, Respond: Comprehensive School Safety Strategies,” was held at 2400 E. Wabash Street in Frankfort. Three presenters addressed situational awareness, verbal de-escalation, threatening communications, and assistance for students with disabilities during emergencies.
Sergeant Jeff Patterson of the MSD Wayne Township Police Department led the morning sessions, emphasizing that effective school safety begins with recognizing concerns before they escalate.
Patterson outlined three components of situational awareness: perception, comprehension, and projection. These involve observing surroundings, understanding the significance of what is happening, and anticipating what could occur next.
Participants examined how distractions, complacency, and assumptions can interfere with identifying potential dangers. The discussion emphasized maintaining awareness, communicating concerns, and taking appropriate preventive action while thoughtfully evaluating unusual circumstances.
Patterson also presented verbal de-escalation strategies that school employees can use when interacting with students, parents, visitors, and colleagues.
Drawing on principles associated with Verbal Judo, he discussed respectful communication, active listening, empathy, and emotional self-control. Participants explored how providing explanations and offering appropriate choices can help reduce tension when someone is angry, frustrated, or distressed.
The session also addressed recognizing when communication strategies are no longer effective and additional assistance is needed.
Another session examined how frontline employees should respond to threatening communications, particularly bomb threats. Patterson highlighted the responsibilities of secretaries, receptionists, substitute employees, and others who may first receive a threat.
Participants reviewed remaining calm, gathering and documenting essential information, promptly notifying appropriate authorities, and following established emergency procedures.
The discussion reinforced the value of standardized checklists, clearly assigned responsibilities, recurring training, and coordination among school administrators, law enforcement, and emergency responders.
The afternoon session focused on ensuring emergency plans address students with disabilities and others who may require additional support.
Presenters Suzanne Evans, Director of Exceptional Needs for Clinton/Carroll County Joint Services, and Madeline Sandberg, Director of Special Education for Western Boone Community Schools, examined how individual needs can affect emergency response.
Topics included sensory sensitivities, communication challenges, mobility limitations, cognitive disabilities, behavioral considerations, and medical needs.
Evans and Sandberg discussed planning for lockdowns, evacuations, sheltering, and student-parent reunification. They emphasized collaboration among special education teachers, administrators, nurses, families, and emergency responders.
Participants were encouraged to identify barriers within existing procedures and consider individualized assistance so every student can participate safely in emergency responses.
Throughout the program, presenters emphasized that comprehensive preparedness requires ongoing cooperation across school corporations and public safety agencies.
The training provided opportunities to exchange ideas, examine current practices, ask questions, and identify improvements participants could apply in their schools.
The sessions connected prevention with response, showing how everyday awareness and communication support broader emergency plans. Participants were encouraged to review procedures with employees, clarify responsibilities, and ensure that plans address both threatening communications and the assistance individual students may need. Consistent preparation across these areas can help personnel respond with greater confidence when circumstances change quickly.
The commission’s professional development initiative reflects its continuing commitment to strengthening regional school safety through education, planning, and partnerships.
Although schools cannot eliminate every potential threat, trained personnel, clear communication, inclusive emergency procedures, and strong relationships with responders can improve their ability to manage a crisis.
The November 6 program reinforced a consistent message: effective school safety begins well before an emergency, through daily awareness, deliberate preparation, and a shared commitment to protecting students and employees.