Abstract

Widespread concern exists that participating in lockdown and active shooter drills, practices that although discussed synonymously are different, may be similarly traumatizing for students. This study examined state anxiety levels—anxiety-present (i.e., anxiety) and anxiety-absent (i.e., well-being)—among students in one rural high school, as reported on the Spielberger State-Trait Anxiety Inventory short form one week prior to (N = 610) and immediately following participation in a lockdown drill (N = 736). Students reported low anxiety and moderate well-being at both time points. Independent samples t-tests results revealed that students postdrill reported significantly lower anxiety levels as compared to students’ predrill scores. Well-being, based on anxiety-absent reports, was significantly higher postdrill as compared to one week prior to the practice. The implications of these findings, including the need for policy to provide more explicit guidance about conducting drills in accordance with best practices, are discussed.

摘要

广泛关注的是，参加锁定和主动射手训练虽然是同义讨论的做法是不同的，但对学生而言同样可能会给他们带来创伤。这项研究调查了在一所农村高中学生中的状态焦虑水平（即焦虑（即焦虑）和不存在焦虑（即幸福）），该数据在一周前的《斯皮尔伯格国家特质焦虑量表》上有报道。至（N  = 610），并立即参与锁定演练（N = 736）。学生在两个时间点都表现出较低的焦虑和适度的幸福感。独立样本的t检验结果表明，与预习成绩相比，预习成绩显着降低了学生的焦虑水平。根据缺乏焦虑的报告，与练习前一周相比，操练后的幸福感明显更高。讨论了这些发现的含义，包括需要制定政策以提供关于根据最佳实践进行演练的更明确指导的政策。